Comparing Brief and Extended Wait-Time DuringSmall Group Instruction for Children with ChallengingBehavior

摘要

This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptivebehavior of two children with challenging behavior during small group instruction.Brief wait-time increased children's response opportunities, academic responses,and accuracy in comparison to extended wait-time. Though variable, brief wait-timealso decreased children's disruptive behavior. Findings differ from previousresearch, which found performance improvements with extended wait-time forchildren with moderate to profound cognitive disabilities. Limitations of the studyand future research suggestions are discussed.