Introduction to the special series: Close encounters of the instructional kind-how the instructional hierarchy is shaping instructional research 30 years later

被引：28

作者：

Ardoin S.P. ^{[1
]}

Daly III E.J. ^{[2
]}

机构：

[1] University of South Carolina, Department of Psychology, Columbia

[2] University of Nebraska-Lincoln, Educational Psychology, 33 Teachers College, Lincoln

来源：

Journal of Behavioral Education | 2007年 / 16卷 / 1期

关键词：

Behavioral analysis; Instructional Hierarchy;

D O I：

10.1007/s10864-006-9027-5

中图分类号：

学科分类号：

摘要：

This special issue of the Journal of Behavioral Education is a testimony to how the Instructional Hierarchy (IH) which provides us with a model for selecting interventions is continuing to fuel academic intervention research nearly 30 years after its introduction. This introduction article provides a brief description of the IH and its relationship to the principals of behavior analysis. The IH focuses on the importance of using data to guide instruction and provides specific procedural recommendation that can be used to expedite students' progression from developing accuracy in responding to generalization of responses to similar stimuli. © Springer Science+Business Media, Inc. 2007.

引用

页码：1 / 6

页数：5

共 15 条

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