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document
Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities . The use of effective instructional strategies in small groups was investigated to determine learning effects for 24 elementary age students with autism and developmental disabilities . Effective strategies included ( a ) the use of choral responding ; ( b ) the use of student-to-student responding ; ( c ) the rotation of materials every 5 minutes during the 30-minute group while teaching 2 to 3 concepts ; and ( d ) the use of random , unpredictable trials for student responding . Thirty-minute language groups were targeted to teach receptive and expressive skills using pictures and common objects across five categories ( e.g. , household items , foods ) . Results showed increased opportunities to respond , increased levels of responding and academic engagement , higher gains on weekly criterion-referenced pre- and posttests , and decreased passive and inappropriate student behavior during interventions .
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Intervention_Educational
Enhanced small group instruction using choral responding and student interaction
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Intervention_Educational
effective instructional strategies
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Intervention_Educational
the use of choral responding ;
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Intervention_Educational
the use of student-to-student responding ;
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Intervention_Educational
the rotation of materials every 5 minutes during the 30-minute group while teaching 2 to 3 concepts ; and
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Intervention_Educational
the use of random , unpredictable trials for student responding
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Outcome_Mental
increased opportunities to respond , increased levels of responding and academic engagement , higher gains on weekly criterion-referenced pre- and posttests , and decreased passive and inappropriate student behavior
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Participant_Condition
small group