The Comparison of Two Diffrent Feedback Methods Utilized During the Practicum Courses In Special Education Teacher Training Programs

In this study, the effectiveness of immediate and delayed feedback procedures were compared on the acquisition of systematic instruction skills by three students who were attending a teacher training program for the mentally retarded. An adapted alternating treatments design was used to compare the effectiveness of these two techniques. The appropriate use of reinforcements and the appropriate use of instructional prompts were identified as systematic instruction skills. The results of the study indicated that immediate feedback procedure was more effective than delayed feedback procedure.