Relevant bibliographies by topics / Graduated prompting

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  1. Journal articles
  2. Dissertations / Theses
  3. Conference papers

Academic literature on the topic 'Graduated prompting'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Graduated prompting"

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Patterson, Janet L., Barbara L. Rodríguez, and Philip S. Dale. "Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners." American Journal of Speech-Language Pathology 29, no. 3 (2020): 1226–40. http://dx.doi.org/10.1044/2019_ajslp-19-00120.

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Purpose Early identification is a key element for accessing appropriate services for preschool children with language impairment. However, there is a high risk of misidentifying typically developing dual language learners as having language impairment if inappropriate tools designed for monolingual children are used. In this study of children with bilingual exposure, we explored performance on brief dynamic assessment (DA) language tasks using graduated prompting because this approach has potential applications for screening. We asked if children's performance on DA language tasks earlier in the year was related to their performance on a year-end language achievement measure. Method Twenty 4-year-old children from Spanish-speaking homes attending Head Start preschools in the southwestern United States completed three DA graduated prompting language tasks 3–6 months prior to the Head Start preschools' year-end achievement testing. The DA tasks, Novel Adjective Learning, Similarities in Function, and Prediction, were administered in Spanish, but correct responses in English or Spanish were accepted. The year-end achievement measure, the Learning Accomplishment Profile–Third Edition (LAP3), was administered by the children's Head Start teachers, who also credited correct responses in either language. Results Children's performance on two of the three DA language tasks was significantly and positively related to year-end LAP3 language scores, and there was a moderate and significant relationship for one of the DA tasks, even when controlling for age and initial LAP3 scores. Conclusions Although the relationship of performance on DA with year-end performance varies across tasks, the findings indicate potential for using a graduated prompting approach to language screening with young dual language learners. Further research is needed to select the best tasks for administration in a graduated prompting framework and determine accuracy of identification of language impairment.
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Zhang, Ren-Cheng, Hui-Min Lai, Po-Wen Cheng, and Chin-Pin Chen. "Longitudinal effect of a computer-based graduated prompting assessment on students’ academic performance." Computers & Education 110 (July 2017): 181–94. http://dx.doi.org/10.1016/j.compedu.2017.03.016.

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Resing, Wilma C. M., Froukje M. de Jong, Tirza Bosma, and Erika Tunteler. "Learning During Dynamic Testing: Variability in Strategy Use by Indigenous and Ethnic Minority Children." Journal of Cognitive Education and Psychology 8, no. 1 (2009): 22–37. http://dx.doi.org/10.1891/1945-8959.8.1.22.

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The objective of this study was to explore whether dynamic testing of indigenous and ethnic minority children could provide information concerning changes in their strategy use during testing. It was hypothesized that dynamic testing with graduated prompting and trial-by-trial-assessment could reveal the development of children’s strategy use while tested. The participants were indigenous Dutch and ethnic minority children. Trial-by-trial-testing provided information of how strategy use developed during training. Experimental-group children showed significant changes towards more advanced strategies. Ethnic minority children showed most strategy changes during training, initially needing more prompting but progressively requiring less. The study provided insight into strategy use during and after training. Pretest strategy level was found to be the first predictor of posttest strategy level, followed by condition and ethnicity. Age, gender, and intelligence test scores did not change this order. The relatively short dynamic intervention provides insights into children’s strategy use and their response to prompting, particularly for ethnic minority children.
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Gardner, Stephanie J., and Pamela S. Wolfe. "Results of a Video Prompting Intervention Package Impacting Dishwashing Skill Acquisition for Adolescents With Autism." Journal of Special Education Technology 34, no. 3 (2018): 147–61. http://dx.doi.org/10.1177/0162643418802666.

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In order to maximize the future level of independence learners with autism spectrum disorder display, daily living tasks can be taught in K–12 programs using a variety of instructional methods, including video-based instruction. This study investigated the effectiveness of an instructional package including video priming and prompting along with a graduated guidance error correction procedure to teach dish washing skills to four adolescents with autism. A multiple baseline across participants design demonstrated that three of the four participants acquired dishwashing skills upon introduction of the intervention. In addition, two participants were able to generalize their performance to two novel settings and maintain their skills for up to 3-week postintervention. Future research should further explore the efficacy of error correction procedures used with video prompting and the impact that these procedures have on student learning and skill retention.
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Horrocks, Erin L., and Robert L. Morgan. "Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students With Profound Multiple Disabilities." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 34, no. 4 (2011): 283–319. http://dx.doi.org/10.1177/0888406410397556.

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A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. Phase 1 of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment (i.e., identification of potential reinforcing items), (b) controlled body movement assessment (i.e., gross and fine motor skills), and (c) access skill assessment (i.e., assessment of basic skills or prerequisite skills necessary for further instruction). Four teacher–student pairs from Phase 1 participated in Phase 2, where teachers were trained to use one of the following instructional strategies: least-to-most prompting, most-to-least prompting, time delay, or graduated guidance. A multiple baseline design across four teacher participants was used to determine if training was effective in increasing the percentage of correctly implemented instructional steps. Data indicated that the training package was effective in increasing teachers’ skills in assessing and instructing students with profound multiple disabilities. In addition, data from student participants showed they were responsive to teachers’ instruction, as the percentage of independently performed student responses increased from baseline to training and posttraining sessions.
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Stad, Femke E., Karl H. Wiedl, and Wilma C. M. Resing. "Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance." Journal of Educational and Developmental Psychology 6, no. 2 (2016): 143. http://dx.doi.org/10.5539/jedp.v6n2p143.

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<p>Dynamic testing aims to explore a child’s potential to learn by assessing improvement after training. In this study we investigated the relationship between performance on a dynamic test of series completion and children’s cognitive flexibility. This was done using a pre-test-trainingpost-test control-group design with 95 children, aged 6-8 years (<em>M</em> = 7;1, <em>SD</em> = 12.5 months). All children were tested with a measurement of cognitive flexibility. Half of the children were trained in series completion according to a graduated prompting model, while the other half only practiced. Based on initial ability and performance change after training, children were classified as non-learner, learner or high performer. The results showed that training improved series completion performance more than practice-only. Cognitive flexibility predicted static pre-test performance and instructional needs during training and might therefore be of importance in the assessment of learning potential.</p>
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Binger, Cathy, Jennifer Kent-Walsh, and Marika King. "Dynamic Assessment for 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication: Evaluating Expressive Syntax." Journal of Speech, Language, and Hearing Research 60, no. 7 (2017): 1946–58. http://dx.doi.org/10.1044/2017_jslhr-l-15-0269.

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Purpose The developmental readiness to produce early sentences with an iPad communication application was assessed with ten 3- and 4-year-old children with severe speech disorders using graduated prompting dynamic assessment (DA) techniques. The participants' changes in performance within the DA sessions were evaluated, and DA performance was compared with performance during a subsequent intervention. Method Descriptive statistics were used to examine patterns of performance at various cueing levels and mean levels of cueing support. The Wilcoxon signed-ranks test was used to measure changes within the DA sessions. Correlational data were calculated to determine how well performance in DA predicted performance during a subsequent intervention. Results Participants produced targets successfully in DA at various cueing levels, with some targets requiring less cueing than others. Performance improved significantly within the DA sessions—that is, the level of cueing required for accurate productions of the targets decreased during DA sessions. Last, moderate correlations existed between DA scores and performance during the intervention for 3 out of 4 targets, with statistically significant findings for 2 of 4 targets. Conclusion DA offers promise for examining the developmental readiness of young children who use augmentative and alternative communication to produce early expressive language structures.
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Vogelaar, Bart, and Wilma C. M. Resing. "Gifted and Average-Ability Children’s Progression in Analogical Reasoning in a Dynamic Testing Setting." Journal of Cognitive Education and Psychology 15, no. 3 (2016): 349–67. http://dx.doi.org/10.1891/1945-8959.15.3.349.

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This study sought to provide more insight into potential differences in progression of analogical reasoning comparing gifted with average-ability children taking into account age, using a dynamic testing approach, using graduated prompting techniques, in combination with microgenetic methods. The participants were between the ages of 5 and 8 years old and were divided into 4 subgroups: gifted unguided control (n = 37), gifted dynamic training (n = 41), average-ability unguided control (n = 95), and average-ability dynamic training (n = 93). We predicted that gifted and average-ability children would show differential progression in analogical reasoning, benefit differentially from a dynamic training procedure, and would show differential instructional needs. The two “ability categories” (i.e., gifted vs. average-ability) were found to show similar, rather than differential, progression paths, and to benefit from a training procedure, whereas gifted children outperform their average-ability peers in accuracy at each session. Likewise, no differences in need for instruction were found among these two groups. In general, moreover, younger children seemed to have lower accuracy scores, progress less, and need more help than older children. Implications of these findings for the research field of giftedness as well as for education of the gifted and talented are considered in the discussion.
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Freeman, Wendy, and Clare Brett. "Prompting authentic blogging practice in an online graduate course." Computers & Education 59, no. 3 (2012): 1032–41. http://dx.doi.org/10.1016/j.compedu.2012.03.019.

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Thapar-Olmos, Natasha, and Stephanie R. Seeman. "Piloting Classroom Response Systems in Graduate Psychology Courses." Journal of Educational Technology Systems 47, no. 2 (2018): 193–204. http://dx.doi.org/10.1177/0047239518794173.

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This study examined student experiences of using classroom response systems (CRS; i.e., clickers) in graduate-level psychology courses. A total of 98 students participated in a repeated measures design. Overall, student attitudes toward using clickers were positive at both measurement time points. Participants reported that clickers helped check comprehension of lectures, increased enjoyment of lectures, helped apply concepts to practical examples, and made the class more engaging. Ratings were less positive for exam preparation and prompting discussions with classmates. This study demonstrates potential applications of CRS in small graduate psychology classrooms and supports previous research indicating that CRS can improve learning by increasing interactivity and higher order processing of information.
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Dissertations / Theses on the topic "Graduated prompting"

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Hayes, Danielle J. "Assessing Vocabulary in Context Using Graduated Prompting." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307126100.

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Sabielny, Linsey M. "A Preliminary Investigation of Graduated Guidance." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373968896.

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YANG, CHIH-HSUAN, and 楊芷瑄. "Design and Evaluation of an Instructional Multimedia Using Graduated Prompting on Protein Synthesis Translation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rajwht.

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碩士<br>亞洲大學<br>行動商務與多媒體應用學系<br>106<br>As progress of technology, digital teaching design has been widely utilized in the curriculum. The content of biochemistry courses is more abstract and difficult to understand, and hard to observe and experiment. The purpose of this study is to solve difficulties in observation of protein translation and abstracts of learning contents. Therefore, based on the interaction theory and graduated prompting, this study developed an interactive 3D teaching multimedia in protein translation. There are three levels of prompt in teaching multimedia, including right and wrong prompt, key-message prompt, and full information prompt. This study is aimed to improve learning effects by using graduated prompt and interactive learning, and compare with learning effects of 3D animation teaching method. Finally, the learner's learning attitude and cognitive load were evaluated. The experimental procedures are based on the sequence of pretest-learning-transfer-posttest. First, the learners use a 3D instructional animation to learn, and then a pretest is conducted. Secondly, they use the instructional multimedia to learn. Finally, a post-test, interviews and questionnaires are conducted. The result of this study shows: (1) In terms of learning effectiveness of 3D animation and interactive teaching multimedia, interactive teaching multimedia has improved learning effectiveness compared to 3D animation. (2) In learning attitude, learners have positive attitudes on biochemistry knowledge. (3) In cognitive load, there have no significant impact on the difficulty, consciousness and attention for using the 3D interactive multimedia. Lastly, the conclusions of this study could be references to the design of interactive teaching multimedia for future research.
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LIAO, HUI JU, and 廖惠如. "The Influence of Incorporating Graduated- Prompting Strategies into Interactive E-book on Students’ Learning Effectiveness and Attention." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/9b26na.

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碩士<br>國立臺北教育大學<br>數學暨資訊教育學系(含數學教育碩士班)<br>105<br>The purpose of this study is to understand whether incorporating Graduated- Prompting Strategies into an interactive e-books can help learners understand the cougruence of triangles. Quasi-experimantal research is used in this study. The experimental samples are 52 ninth grade students of junior high school. The experimental group used the "interactive e-book which included the Graduated- Prompting Strategies ". The control group adopted "general interactive e-book" and the brainwave data are recorded during the experiment. The study is to understand whether incorporating Graduated- Prompting Strategies into an interactive e-books is helpful in promoting learning efficiency, learning motivation and attention. The results of the study show that" interactive e-book incorporated the Graduated- Prompting Strategies " is proved to be more effective than "general interactive e-book" on the proof of congruence of triangles¸ especially in the application of proof questions. In learning motivation, students who learn by using “interactive e-book incorporated the graduated-prompting strategies” have a significant improvement, especially on students’ efficacy and learning environment stimulation. (including students’ self-confidence, whether teachers’ teaching has changed, and whether teachers give students pressure.) Analyzing the brainwave data from the collected samples shows that sample students’ attention is moderate in average. However, due to the fewer samples in this study, the result couldn’t be inferred excessively.
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Huang, Yu-Chia, and 黃玉嘉. "The Effects on Spontaneous Verbal Expression toward an Elementary Student with Autism by Using the Graduated Prompting Strategy." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/70919313675053009417.

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碩士<br>中原大學<br>教育研究所<br>95<br>Abstract The purpose of this study was to assess the influences of the graduated prompting strategy on spontaneous verbal expression of a student with severe autism in the fourth grade. The single-subject experimental design of multiple baseline across settings was adopted. The experimental data were collected during baseline, intervention, and follow-up phases. The results of this study could be summed up as follows. 1. Under the circumstance of a self-contained special class, the frequency of spontaneous verbal expression of the subject with severe autism had been increased and maintained by adopting the graduated prompting strategy. 2. Under the circumstance of a regular class, the frequency of spontaneous verbal expression of the subject with severe autism had been increased and maintained by adopting the graduated prompting strategy. 3. Under the circumstance of the house of the study subject with severe autism, the frequency of spontaneous verbal expression of the subject with severe autism had been increased and maintained by adopting the graduated prompting strategy. The analyses of the social validity under the three different circumstances showed that all the interviewees were all positive about the effect on graduated prompting strategy. In accordance with the positive effect on graduated prompting strategy, the disruptive behaviors of the subject were diminished after the promotion of the spontaneous verbal expression of the subject. According to the above mentioned results, some recommendations and limitations of this study for further studies were made.
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Lin, Jung-ching, and 林容靖. "A study on Graduated-Prompting Strategy to Mathematical Word-Problems Solving for the Students with Mathematics Learning Difficulties." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/59135186925028202632.

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碩士<br>國立臺南大學<br>特殊教育學系碩士班<br>101<br>The purpose of this study was to explore the effect of graduated-prompting strategy for the students with Mathematics learning difficulties to solve word-problems in mathematics. This study was referred from Campione & Brown who proposed the graduated-prompting making the graduated-prompting strategy of four levels. It included reading prompt, key-message prompt, give equation framework and operators prompt, show operators prompt. The research method of this study adopted single-subject experiment design for three 4th grade students with Mathematics Learning Difficulties. In this study, collect their solving performance of word-problems in mathematics and need to prompt level. The data were presented by visual analysis and C-statistic analysis to explore the performance with internal stage and between stage. According to the findings, conclusions were reached as the following: 1. After instruction, the percentage of correct response to solve word-problems in mathematic of three subjects increase and kept maintaining after one week. 2. The graduated-prompting strategy has better immediate and maintaining effect to the class of addition-subtraction word-problems. 3. 「Prompt two, key-message prompt」of graduated-prompting strategy has the highest percentage of correct response to solve word-problems in mathematic. 4. In the class of addition and subtraction word-problems had higher the percentage of correct response to solve, but using less of graduated-prompt. 5. The graduated-prompting strategy can induce the learning potential of word-problems solving with Mathematics learning difficulties. Based on the conclusions, suggestions were made for the using of graduated-prompting strategy and future research.
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Lai, Hao-Ming, and 賴浩銘. "A Case Study on the impacts of graduated prompting assessment on low achieving students in the History class." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/35691847394039158323.

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碩士<br>國立臺中教育大學<br>教育學系課程與教學碩士班<br>102<br>This research studies the impacts of graduated prompting assessment on low-achievers in the History class. By analysing and examing the progress of admisitrating graduated prompting assessment, we hope to understand the changes in students’ motivation and learning effects, and to develop proper assessment for low achieving students in junior high schools in the History class. We conduct case study in this research. We adopt graduated prompting assessment on four nineth graders, who are low-achievers in the History class. The assessment is based on the testing problems in the Basic Competence Test for Junior High School Students in 2002-2013; in particular, we develop the prompting systems based fundamental concepts in the four chapters in the second semester in the nineth grade. The learning effects of the four students in our case studies are evaluaed based on their mid term exam grades. In addition, we also analyze the changes in the students’ motivation via interviews, observations, and collections of the students’ feedbacks. The main foundings are summary as follows: 1.The graduated prompting assessment is proper for low-achievers in junior high schools in the History class. 2. The graduated prompting assessment helps to motivate low-achievers in studying the History class. 3. The graduated prompting assessment has positive impacts to improve the students’ learning effect. Lastly, based on the findings in this research, we provide recommendations for implementation and future research for graduated prompting assessment in the last chapter of the thesis.
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Chang, Shu-Yuan, and 張淑媛. "The effect of graduated prompting strategies with computerized video on solving math word problems for hearing-impaired students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/87410898055233153797.

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碩士<br>臺中師範學院<br>國民教育研究所<br>91<br>The purpose of this study was to explore the effect of the graduated -prompting —strategies with computer video for hearing-impaired students to solve mathematic word problem ,and their problem-solving processes . The graduated -prompting —strategies were referred from Compione & Browm and transferred to processes. It included computer video,key-word,and simplified question to solve mathematic word problem . Three hearing-impaired students of the third grade were selected from a Nantou county elementary school. An multiple probes design of single-subject research methods was used to understand students’ problem-solving process. The main finding of this study were as follows: 1.After instructions ,the correct responses of three subjects increased obviously. Although individual improved scores were different, the scores increased during maintain stage. 2.The graduated -prompting —strategies with computer video helped the hearing-impaired students to achieve an average of 90% mastery. 3.Two-step word problems confused & led the hearing-impaired students to error. 4.The errors of problem-solving processes were as follows:(1) the errors of correspondence of semantic relations, (2) the errors of misunderstanding key words, 3) computation error and carelessness .
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Shiao, Hong-Shyiang, and 蕭宏祥. "A Study of the Effect of Graduated Prompting System on Cleaning Skills of 8th Grade with Moderate Mental Retadation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/91610913989728135747.

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碩士<br>國立嘉義大學<br>特殊教育學系研究所<br>99<br>The effect of Graduated Prompting System on the cleaning skills for the children with mental retardation were evaluated in this study. The Graduated Prompting System includevocal prompt, picture-prompt, model prompt, physical guidance strategies. The single-subject, multiple base-line across subjects approach was adopted. The three subjects were junior-high school students selected from a special school. The results of this study were as follow: 1.The graduated prompting system facilitated the effects of sweeping-the-floor cleaning skills for the children with mental retardation in the treatment phase of the study. 2.The graduated prompting system facilitated the effects of mopping-the-floor cleaning skills for the students with mental retardation in the treatment phase of the study. 3.The graduated prompting system facilitated the effects of cleaning- the-desks-and-chairs cleaning skills for the students with mental retardation in the treatment phase of the study. 4.The students with mental retardation can perform the graduated prompting system strategies to increase proportion of cleaning skills by the resercher’s prompts. Finally, several instructional activities to promote student’s graduated prompting system performance were suggested.
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YEN-HSIANG, PENG, and 彭彥翔. "Elementary School Mathematical Computerized Dynamic Assessment Based on The Graduate Prompting Method." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/18393439548434193492.

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碩士<br>亞洲大學<br>資訊工程學系碩士班<br>94<br>ABSTRACT The main purpose of this study is to develop a mathematical computerized dynamic assessment system based on the progressive prompting method and suitable for elementary school students. In this thesis, we discussed the feasibility of this system and analyzed the difference between the time on testing and students’ learning effect by using different prompting methods. The sample of this study was 89 fifth-grade students in three classes drawn from an elementary school in Miaoli County. Two sets of experiments were carried out in this work. Experiment 1 is designed to investigate the effect of computerized dynamic assessment with single pre-pro test design. Experiment 2 is designed to compare the difference between the time on testing and the effect on student learning by using direct computer animation remedial instruction and graduate prompting computerized dynamic assessment with pre-pro test nonequivalent-control-group design. The major results of this study were as follows: 1. The experimental results indicated that during the assessment, computerized dynamic assessment providing 63% helping effect that assisted students correct problem solving. 2. The percentages of help provided by computerized dynamic assessment were as follow: (1) Oral hints 38%; (2) Key-word hints 29%; (3) Parallel problem hints 19 %; (4) Operation-steps hints14%. 3. The computerized dynamic assessment could increase the effect of students’ learning of “Integer four functions” significantly. 4. Both direct computer animation remedial instruction and graduate prompting computerized dynamic assessment could increase the effect of students’ learning of “Integer four functions” significantly. But the latter got greater improvement than the former. 5. Considering the average time of students to complete the system operation, the direct computer animation remedial instruction took 33.94-minutes, and the graduate prompting computerized dynamic assessment took 57.23-minutes. Both them had disparity by 23.92-minutes. 6. Most students held positive attitudes toward the computerized dynamic assessment after computerized dynamic assessments.
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Conference papers on the topic "Graduated prompting"

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Yang, Kai-Hsiang, Jhen-Yuan Chen, and Bou-Chuan Lu. "Development of a Digital Game-Based Learning System with Graduated Prompting Strategy for Math Course." In 2016 5th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2016. http://dx.doi.org/10.1109/iiai-aai.2016.152.

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Yu, Ya-Jing, Hsiu-Jou Chen, and Po-Han Wu. "Using Brainwave Characteristics for Exploring the Effect of Integrating Graduated-Prompting Strategy into Interactive e-Books on Students' Learning Attention." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00070.

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