| This study used daily probes to compare the effects of the constant time delay procedure (CTD) and the constant time delay with instructive feedback procedure (CTD-F) in teaching ten target multiplication facts (five under each condition). Using weekly probes, it measured both how effective instructive feedback was in teaching five reciprocal facts, and what incidental learning of the remaining five reciprocal facts took place. Finally, it considered the benefits associated with small-group instruction based on observational learning by the two dyads of elementary school students as measured by weekly probes.;An adapted alternating treatments design was used to (a) compare the effects of the two instructional procedures in teaching ten target multiplication facts, (b) determine the effects of instructive feedback in the participants' acquisition of reciprocal multiplication facts, and (c) determine the effects of observational learning in the participants' acquisition of their dyad partner's ten target multiplication facts.;The data show the participants acquired the facts in the CTD-F condition at a faster rate and with fewer errors, and that some of the reciprocal facts presented as instructive feedback stimuli were acquired. Although results varied, data show some of the participants acquired facts through incidental and observational learning as well.;Results support previous research suggesting that when students need to learn two or more target stimuli requiring the same response, they should be taught in small groups using a direct instruction procedure (such as CTD) with embedded instructive feedback. |
