Abstract
We evaluated the effects of specific stimulus prompts on accuracy of academic performance with adolescents who displayed academic problems in a public special education classroom. We conducted analyses of instructional strategies within a multielement design with two students who had mild disabilities. Differential effects of the strategies on reading comprehension were not apparent on demand (independent-level) tasks but were apparent on high-demand (instructional-level) tasks. These results suggested that the application of experimental analysis methodologies to instructional variables may facilitate the identification of stimulus prompts associated with accurate academic performance.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 191-201 |
| Number of pages | 11 |
| Journal | Journal of Behavioral Education |
| Volume | 6 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jan 1 1996 |
Keywords
- Instructional strategies
- Learning disorders
- Stimulus prompts
- Structural analysis
