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J Behav Educ (2008) 17:7992 DOI 10.1007/s10864-008-9063-4
ORIGINAL PAPER
Matt Tincani Shannon Crozier
Published online: 20 February 2008 Springer Science+Business Media, LLC 2008
Abstract This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction. Brief wait-time increased childrens response opportunities, academic responses, and accuracy in comparison to extended wait-time. Though variable, brief wait-time also decreased childrens disruptive behavior. Findings differ from previous research, which found performance improvements with extended wait-time for children with moderate to profound cognitive disabilities. Limitations of the study and future research suggestions are discussed.
Keywords Wait-time Teacher pacing Challenging behavior
Effective instruction Behavioral disorders
Students who engage in high rates of challenging behavior experience difculties in reading, math, and language (Nelson et al. 2004) and are more likely to encounter school failure (Kauffman 2004). While a variety of classroom interventions have proven successful in reducing challenging behavior and improving school success (Dunlap et al. 1995; Falk and Wehby 2001; Gresham et al. 2004; Rosenberg et al. 2004), comparatively little attention has focused on teacher pacing, the speed at which the teacher delivers repeatable elements of the learning trial (see Heward 1994). Wait-time, the duration between the teachers instruction and students response, is a critical element of teacher pacing. Popular wisdom and some research suggest that extending wait-time improves academic performance (e.g., Kauchak et al. 2002; Rowe 1987; Towbin 1987). Rowe (1974), for example, reported that increasing the duration of
M. Tincani (&) S. Crozier
Department of Special Education, University of Nevada, 4505 Maryland Parkway, Box 453014, Las Vegas, NV 89154-3014, USAe-mail: [email protected]
Comparing Brief and Extended Wait-Time During Small Group Instruction for Children with Challenging Behavior
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wait-time from 1 s to 35 s increased the length, spontaneity, and quality of student responses in general education science classrooms.
Several studies compared brief and extended wait-time on performance of children with moderate to profound cognitive disabilities (Duker et al. 1993; Dyer et al. 1982; Lee et al. 1987; Lowry and Ross 1975; Valcante et al. 1989). Students with signicant cognitive impairments also demonstrated more accurate responding with longer wait-time. For example, Dyer et al....