Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

The Task Demonstration Model: a concurrent model for teaching groups of students with severe disabilities.

K G Karsh1, A C Repp

  • 1Educational Research & Services Center, DeKalb, Illinois.

Exceptional Children
|September 1, 1992
PubMed
Summary

The Task Demonstration Model (TDM) is more effective than the Standard Prompting Hierarchy (SPH) for students with intellectual disabilities. TDM resulted in higher correct response rates and percentages, with fewer prompts needed.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Role of fas ligand in uveal melanoma-induced liver damage.

Graefe's archive for clinical and experimental ophthalmology = Albrecht von Graefes Archiv fur klinische und experimentelle Ophthalmologie·2002
Same author

Human uveal melanoma cells produce macrophage migration-inhibitory factor to prevent lysis by NK cells.

Journal of immunology (Baltimore, Md. : 1950)·2000
Same author

A comparison of static and dynamic presentation procedures on discrimination learning of individuals with severe or moderate mental retardation.

Research in developmental disabilities·1994
Same author

Behavioral assessment of feeding problems of individuals with severe disabilities.

Journal of applied behavior analysis·1994
Same author

Hypothesis-based interventions for tantrum behaviors of persons with developmental disabilities in school settings.

Journal of applied behavior analysis·1994
Same author

A study of the homeostatic level of stereotypy and other motor movements of persons with mental handicaps.

Journal of intellectual disability research : JIDR·1992

Area of Science:

  • Special Education
  • Developmental Psychology
  • Instructional Design

Background:

  • Students with moderate to severe intellectual disabilities often require specialized instructional strategies.
  • Traditional prompting methods may be less efficient for this population.
  • Evaluating alternative instructional models is crucial for improving learning outcomes.

Purpose of the Study:

  • To compare the effectiveness of the Task Demonstration Model (TDM) against the Standard Prompting Hierarchy (SPH).
  • To assess the impact of these instructional models on teacher and student variables.
  • To determine optimal instructional strategies for students with intellectual disabilities.

Main Methods:

  • A comparative study design was employed, contrasting TDM with SPH and baseline conditions.

Related Experiment Videos

  • Three teachers and their respective student groups participated in the study.
  • Data were collected on teacher behaviors (demands, praise, prompts) and student outcomes (task engagement, percent correct, rate correct).

    • Main Results:

    • Prompting frequency was significantly lower (12 times less) in TDM compared to SPH.
    • Student task engagement was equivalent across both TDM and SPH.
    • TDM showed a 10% higher percentage of correct responses and a doubled rate of correct responses compared to SPH.

    Conclusions:

    • The Task Demonstration Model (TDM) offers a more efficient instructional approach for students with moderate to severe intellectual disabilities.
    • Reduced prompting in TDM may contribute to increased learning rates and accuracy.
    • TDM presents a promising alternative to the Standard Prompting Hierarchy (SPH) for enhancing educational outcomes.