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.
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McComas, J.J., Wacker, D.P. & Cooper, L.J. Experimental analysis of academic performance in a classroom setting. J Behav Educ 6, 191–201 (1996). https://doi.org/10.1007/BF02110232
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DOI: https://doi.org/10.1007/BF02110232