Programming Techniques for the Developmentally Disabled |
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80 per minute according to Lindsley act of teaching analysis and precise arrow beneath words Ayllon Baer baseline basic Bateman behaviorist Burnham attempted child adds child counts correct and less correctly criteria demonstrated derived from learning desirable behavior developmentally disabled educating the disabled Effective programming errors evaluative procedures experimental fear response functional Given printed symbols havior Hewett was able Intermediate objective JOAN ALTA HARPER knowledge regarding learning happen learning patterns learning theory literature maladaptive behavior manipulate behavior medical model ment minute correct negative reinforcement number of lines number sentence observational learning paper arrow period precision teaching present prosthetic rate of 100 reads a number reconditioning rect answer sentence with lines simultaneously special education Specific objective stimulus straight vertical line stuttering subjects task analysis approach Task steps taught teacher termed behavior modification Terminal behavior Terminal objective thesis Towle University of Wis University of Wisconsin utilized white rabbit