COMPARING DATA COLLECTION FREQUENCIES IN PROGRAMS FOR SEVERELY HANDICAPPED STUDENTS: EFFECTS ON TRAINING EFFICIENCY AND PROGRESS

摘要: This study evaluated two frequencies of collecting data on five severely handicapped students' responsiveness to skill acquisition training programs. Results indicated that continuous (i.e., daily) collection- a procedure often espoused in texts behavioral teaching strategies did not have differential impact student progress relative less frequent, weekly collection procedure. However, there was some reduction instructional time required when the latter used. Staff trainers' responses an acceptability survey individual staff preferences for one procedures but no consistent across group trainers. are discussed light ensuring variables used select various implementation with students who severe handicaps relevant regard enhancing progress.