Brief experimental analysis of stimulus prompts for accurate responding on academic tasks in an outpatient clinic

Jennifer J. Mccomas, David P. Wacker, Linda J. Cooper, Jennifer M. Asmus, David Richman, Beth Stoner

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Abstract

Brief multielement designs were used to examine the effects of specific instructional strategies on accuracy of academic performance during outpatient evaluations of 4 children with learning disorders. Instructional strategies that improved accuracy on academic tasks were identified for all participants. These results suggest that the application of experimental analysis methodologies to instructional variables may facilitate the identification of stimulus prompts that are associated with enhanced academic performance.

Original languageEnglish
Pages (from-to)397-401
Number of pages5
JournalJournal of Applied Behavior Analysis
Volume29
Issue number3
DOIs
StatePublished - Jan 1 1996

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Keywords

  • Instructional strategies
  • Learning disorders
  • Stimulus prompts
  • Structural analysis

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