TEACHING ELEMENTARY STUDENTS WITH DEVELOPMENTAL DISABILITIES TO RECRUIT TEACHER ATTENTION IN A GENERAL EDUCATION CLASSROOM: EFFECTS ON TEACHER PRAISE AND ACADEMIC PRODUCTIVITY
Michele A. Craft, Sheila R. Alber, William L. Heward,
Corresponding Author
William L. Heward
THE OHIO STATE UNIVERSITY
Special Education Program, College of Education, The Ohio State University, 373 Arps Hall, 1945 N. High St., Columbus, Ohio 43210-1172 (E-mail: [email protected])Search for more papers by this authorMichele A. Craft, Sheila R. Alber, William L. Heward,
Corresponding Author
William L. Heward
THE OHIO STATE UNIVERSITY
Special Education Program, College of Education, The Ohio State University, 373 Arps Hall, 1945 N. High St., Columbus, Ohio 43210-1172 (E-mail: [email protected])Search for more papers by this authorAbstract
Four fourth graders with developmental disabilities were trained to recruit teacher attention while they worked on spelling assignments in a general education classroom. The students were taught to show their work to the teacher two to three times per session and to make statements such as, “How am I doing?” or “Look, I'm all finished!” Training was conducted in the special education classroom and consisted of modeling, role playing, error correction, and praise. A multiple baseline across students design showed that recruitment training increased (a) the frequency of students' recruiting, (b) the frequency of teacher praise received by the students, (c) the percentage of worksheet items completed, and (d) the accuracy with which the students completed the spelling assignments.
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