Effects of Increased Teacher WH-Questions and Prolonged Pause Times on the Quantity of Responses of Severely Handicapped Students

Author

Carolyn A. Kelley, Fontbonne College

Original Publication Date

n.d.

Year of Award

1987

Degree

Master of Science (MS)

College

College of Education & Allied Health

Department

Communication Disorders and Deaf Education

First Advisor

Janie vonWolfseck

Keywords

developmental delay, disability, learning disabled, speech, language, stimulus

Abstract

The purpose of this study was to determine if increasing the number of teacher Wh-questions and pause times following the questions to a minimum of five seconds produced an increase in quantity of response in severely handicapped students. Using an Emerson K3662 portable tape recorder, two groups of children were audio recorded twice. One group was the control group. The teacher of the experimental group was instructed to increase Wh-questions and pause times. Inclusion in the group of children was dependent on a mental age of five or below. Results indicated an increase in responses for the experimental group. Teacher pause times decreased for the experimental group and stayed the same for the control group. The experimental group students responded more without increasing pause time.

Document Type

Restricted Thesis

Recommended Citation

Kelley, Carolyn A., "Effects of Increased Teacher WH-Questions and Prolonged Pause Times on the Quantity of Responses of Severely Handicapped Students" (1987). All Theses, Dissertations, and Capstone Projects. 59.
https://griffinshare.fontbonne.edu/all-etds/59