Effects of Modeling in Promoting Generalization of Student Question Asking and Question Answering

Abstract

The study investigated use of videotaped segments taken from a regular education World Geography class in teaching 3 ninth grade students with learning disabilities to generalize question asking and answering skills. Videotaped segments were used as the context for modeling, rehearsal, and directed feedback. Training occurred in a learning resource room and was conducted by the special class teacher. Evaluation of generalization effects was made in the World Geography class. Experimental results were measured by assessing the number and appropriateness of questions asked and answers given by participants. Permanent product scores taken from work completed in the regular class were used as an additional dependent measure. Results indicated that the training procedures instituted in the learning resource room were effective in improving generalization of target skills and increasing accuracy scores on assignments. Follow-up measures showed that high levels of question asking, question answering, and accuracy on assignments were maintained after treatment.