Trowbridge and Cason asked students to draw lines of a certain length for thousands of trials. Some students were given no feedback, some were told "right" or "wrong" after each trial (right-wrong feedback), and some were told exactly how far off they were after each trial (how-much feedback). Which group(s) performed the best?
a. right-wrong feedback group and how-much feedback group both showed the same improvement because both are given rewards and punishments but the no feedback group did not improve
b. all groups improved equally because all get equal amounts of practice
c. the how-much feedback group performed best d. the no feedback group did the best because the students could learn on their own
C
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In the mid-twentieth century, services for students with EBD lagged behind those for other special populations for all of the following reasons except:
A. Reluctance of parents to become advocates. B. Lack of direction among educators due to confusion over definition of EBD. C. Lack of established and effective intervention techniques. D. Failure to recognize these children as having special needs. E. Limited understanding of etiology and appropriate intervention.
Living with a stepparent is much more common in contemporary society than it was in the early 1900s.
Answer the following statement true (T) or false (F)
Which of the following should not be used as a model for students when teaching them how to lead their own IEP?
A) Show a video of an IEP meeting with active student involvement B) Have students practice positive and negative involvement styles C) Ask students to interview other students D) Videotape students role-playing conducting the IEP meeting
During a unit on fiber art, it would be most appropriate for students to learn how to use a
A. handloom. B. press mold. C. palette knife. D. lathe chisel.