Learning Efficiently: Acquisition of Related, Non-Target Behaviors (Project LEARN) - Final Report

Aug 26, 2026

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Project LEARN examined how to improve instructional efficiency for preschool and elementary students with mild to moderate disabilities by increasing not only taught target behaviors but also related non-target behaviors. The study compared two trial-sequence instructional manipulations: presenting related non-target behaviors during attentional cues in the antecedent, or presenting them as instructive feedback in the consequent events. Although twelve investigations were proposed, thirteen studies were completed over three years across classroom settings.

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Learning Efficiently: Acquisition of Related, Non-Target Behaviors (Project LEARN)

Project purpose and efficiency measures

Instructional manipulations (antecedent cues vs instructive feedback)

Study scope, design, and settings

ED 407747 AUTHOR TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE CONTRACT PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUME Wolery,Mark # Learning Efficiently:Acquisition of Related,Non-TargetBehaviors(Project LEARN).Final Report. Allegheny-Singer Research Inst.,Pittsburgh,PA.Office of Special Education and Rehabilitative Services(ED),Washington,DC.[92] 406p.;For selected appendices,separately analyzed,see EC305305-312.H023C00125 Guides -Non-Classroom(055)--Reports -Descriptive(141)MF01/PC17 Plus Postage. Attention Control;Attention Span;Cues;EducationalStrategies;Efficiency;Elementary Education;*Feedback;Inservice Teacher Education;*Instructional Effectiveness;*Learning Processes;*Mild Disabilities;PreschoolEducation;*Prompting;Reinforcement;Student Behavior;Teaching Methods;Time Factors(Learning)*Direct Instruction;Time Delay Thirteen studies were conducted that focused on whetherpreschool and elementary school students with mild and moderate disabilitieslearned target and non-target behaviors when two types of instructionalmanipulations were made to direct instructional trial sequences.In one type,the related,non-target behaviors were presented during attentional cues inthe antecedent portion of trial sequences.In the second type,the related,non-target behaviors were presented during the consequent events forstudents'responses(instructive feedback).The accomplishments of theproject and a summary of the 13 studies are included.Findings include:(1)during direct instruction,use of an attentional cue and response thatprovided additional information and focuses attention on the distinctivefeatures of the target stimulus may result in acquiring the target behaviors; (2)active attentional responses as compared to inactive responses may resultin more acquisition of the additional stimuli;and(3)the addition of extra,related,non-target stimuli in the antecedent portion of trials may interferewith acquisition of the target response when children do not have a historyof direct instruction.Several appendices include antecedent and consequentevent manipulation manuals,an instructional module for faculty and inservicetraining instructors,and relevant articles and reports.(Author/CR) ★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★★ ★Reproductions supplied by EDRS are the best that can be made★* from the original document. **★★**★*********★**★*****★************★*****★*********★**★**★*★★**★**★********★*★ ED 407 747 hoeso U.S.DEPARTMENT OF EDUCATIONOfliceot Educatonal Research and ImprovementEDUCATIONAL RESOURCES INFORMATION CENTER(ERIC) This document has been reproduced asreceived from the person or organizationoriginating it. □ Minor changes have been made to.improve reproduction quality. ·Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy ## LEARNING EFFICIENTLY:△CQUISITON OF RELATED,NON-TARGET BEHAVIORS PROJECT LEARN Grant No.HO23C00125 Mark Wolery,PhD Early Childhood Intervention Program Allegheny-Singer Research Institute 320 E.North Avenue Pittsburgh,Pennsylvania 15212 ## BEST COPY AVAILABLE ## ABSTRACT Learning Efficiently: # Acquisition of Related Non-Target Behaviors(Project LEARN) Several effective strategies and practices exist for teaching students with disabilities,but less is known about facilitating the efficiency of direct instruction (Wolery,Ault,&Doyle,1992).Efficiency can be measured in at least two ways:(a)one procedureis compared to another and is considered more efficient when students learn an equalnumber of behaviors in fewer sessions,trials,errors,or minutes of instructional time(i.e.,results in more rapid learning);and(b)two strategies may result in equally rapidlearning,but one may allow the students to learn more behaviors -those taughtdirectly and those not taught directly-thus,th

FAQs

What does “efficiency” mean in the Project LEARN study?

Efficiency is measured by whether students learn an equal number of behaviors in less instructional time, and by whether one strategy enables learning of additional related non-target behaviors beyond directly taught targets.

How were related non-target behaviors presented in the two instructional conditions?

One condition used attentional cues in the antecedent portion of trial sequences, while the other presented related non-target behaviors in consequent events as instructive feedback for students’ responses.

How many studies did Project LEARN ultimately conduct and over what time period?

Project LEARN originally proposed 12 investigations but conducted 13 studies over a three-year period in preschool and elementary school classrooms.

Aug 26, 2026

Upload by Fahsai