Abstract
A heterogeneous group of students were taught math facts during small group time in the regular education classroom. In addition to the systematic instruction of math facts, unrelated instructive feedback (i.e., sight words) was presented within the consequent event (i.e., after students responded to the math problem). A same task—different stimuli format was used. Each student had the same task of calculating math facts but each student had different stimuli (i.e., each student learned different math facts). In addition, each student had different sight words included in the consequent event (i.e., unrelated stimuli). A multiple probe design was used. The data showed that (a) all students learned their targeted stimuli (i.e., math facts), (b) all students learned some of their unrelated stimuli (i.e., sight words), and (c) observational learning occurred when all students learned some of their peers' targeted stimuli (i.e., math facts) as well as their peers' unrelated stimuli (i.e., sight words). Data also indicated that some of the related and unrelated stimuli generalized to the natural environment. Discussion focuses on the logical efficiency of these types of group instructional arrangements that teach both related and unrelated information together in classrooms where collaborative services are provided.
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