Abstract
We compared the effectiveness of immediate and delayed supervision procedures on the acquisition, generalization and maintenance of systematic instruction skills by two preservice teachers who were receiving practicum experiences in a classroom for students with severe disabilities. Behaviors targeted for intervention were: (a) the appropriate use of positive consequences, and (b) the appropriate use of systems of instructional prompts. Generalization of the teaching skills to other classroom lessons was examined. Results indicated that immediate feedback was more effective for both participants. Participants also maintained the skills at or near criterion responding for up to five weeks following the removal of supervision. Generalization results were mixed.
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