Brief Biography
I am currently enrolled as a Ph.D. student in the department of Special Education at the University of Georgia. My areas of research interest include: students with high-incidence disabilities, instructional technology, instructional methods, positive behavior support systems, and applied behavior analysis. I was a special education teacher and building-level team leader in the Clarke County school district for 7 years prior to entering the UGA doctoral program.
Highest Degree of Presenter(s)
Elias Clinton - M.Ed. - Currently enrolled in Ph.D. program at the University of Georgia
Presentation Abstract
This presentation targets an instructional technique referred to as interspersal procedures which involves systematically embedding easy/mastered/preferred tasks within difficult/unlearned/non-preferred tasks. The technique of interspersing mastered tasks within unlearned tasks has been utilized with various populations of learners (e.g., typically-developing students, students with high-incidence disabilities, students with low-incidence disabilities) across age levels (e.g., birth-5, elementary, secondary, post-secondary) and has targeted a variety of skill areas (e.g., compliance/on-task behavior, academics, social communication). Both easy to plan and implement, this empirically-validated technique has repeatedly been shown to yield positive behavioral and academic outcomes for learners with disabilities.
Recommended Citation
Clinton, Elias and Clees, Tom, "Using Interspersal Procedures to Improve Academic and Behavioral Skills" (2014). Georgia Association for Positive Behavior Support Conference. 59.
https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/59
Using Interspersal Procedures to Improve Academic and Behavioral Skills
This presentation targets an instructional technique referred to as interspersal procedures which involves systematically embedding easy/mastered/preferred tasks within difficult/unlearned/non-preferred tasks. The technique of interspersing mastered tasks within unlearned tasks has been utilized with various populations of learners (e.g., typically-developing students, students with high-incidence disabilities, students with low-incidence disabilities) across age levels (e.g., birth-5, elementary, secondary, post-secondary) and has targeted a variety of skill areas (e.g., compliance/on-task behavior, academics, social communication). Both easy to plan and implement, this empirically-validated technique has repeatedly been shown to yield positive behavioral and academic outcomes for learners with disabilities.
