VIDBE-Q Volume 66, Issue 2
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sequencing vocabulary (first, next, then) and time warnings (e.g. one more,
last one).
● Memory strategies. Examples of this strategy included making reference to
what happened earlier, generalizing objects across lessons, and summarizing
different aspects of an activity or text read.
● Child-guided strategies. Throughout the observed activities the teacher
would hold out her hand to wait for the student's interest before proceeding,
handle objects co-actively, and allow the student to decide how long to
engage with an object.
● Teacher response to student errors to promote learning. This strategy
included repeating directions, asking questions in a new way when there was
no response, teacher modeling the correct response, shaping correct answers,
and teacher having a neutral affect for incorrect responses (making it safe to
make mistakes).
● Prompting appropriate to child per activity. The teacher followed a
prompting hierarchy utilizing least to most prompting. This included
physical cues rather than physical assistance (such as tapping). The teacher
also disclosed in the interview that she started with a greater level of
prompting when teaching a new skill to engage in errorless learning.
