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Related Experiment Videos

Altering student responses through changes in teacher verbal behavior.

M Broden1, G Copeland, A Beasley

  • 1Juniper Gardens Children's Project.

Journal of Applied Behavior Analysis
|October 1, 1977
PubMed
Summary
This summary is machine-generated.

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Teachers can increase student verbal responses by asking targeted questions and requiring complete sentences. This simple strategy significantly boosts engagement in special education classrooms.

Area of Science:

  • Special Education
  • Educational Psychology
  • Applied Behavior Analysis

Background:

  • Students in special education settings often exhibit low levels of verbal participation.
  • Effective strategies are needed to enhance verbal responding in these classrooms.

Purpose of the Study:

  • To investigate methods for increasing the quantity and quality of verbal responses in junior-high special education students.
  • To determine if specific teacher questioning techniques and response requirements impact student verbal output.

Main Methods:

  • Two experiments were conducted in a junior-high special education class (n=8).
  • Experiment 1: Teacher altered question types to elicit more words per response.
  • Experiment 2: Teacher instructed students to use complete sentences and implemented a peer-response system.

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Main Results:

  • Altering question types doubled the number of words used by pupils.
  • Requiring complete sentences increased response length and shifted usage from <5% to ~90% of answers.
  • Reverting to baseline conditions decreased verbal responding, confirming intervention effectiveness.

Conclusions:

  • Teacher-directed strategies, specifically question modification and complete sentence requirements, are effective in significantly increasing student verbal participation.
  • These findings suggest practical, low-cost interventions for improving communication in special education.