Using alternating treatments designs, we compared learning rates across 2 computer-based flash-card interventions (3?min each): a traditional drill intervention with 15 unknown words and an interspersal intervention with 12 known words and 3 unknown words. Each student acquired more words under the traditional drill intervention. Discussion…

A multiple baseline design was used to evaluate the effects of a modified Detect, Practice, and Repair (DPR) procedure on multiplication-fact fluency with 10 low-achieving 5th-grade students. Experimenters modified the DPR procedure using Microsoft[C] PowerPoint[C] slide shows to conduct the assessments and allow for more rapid self-evaluation in…

Nist and Joseph (2008) have confirmed earlier research showing that adding and interspersing a large number of time-consuming learning trials targeting known items (e.g., incremental rehearsal (IR) or interspersal) retards student learning rates. In addition, their current study has confirmed earlier research that adding and interspersing known…

Comparison of a taped-words procedure and a drill procedure on the correct oral reading rates of five adolescents with behavior disorders and academic deficiencies found improvement related to the opportunities to respond rather than to the model provided by the taped-words procedure. (DB)

Three elementary students with behavioral disorders were trained to use a cognitive "cover, copy, and compare" strategy to learn division facts. Two students increased their rate of correct responding to mastery level, the third student required additional feedback and goal setting, and all three students maintained increased rates of…

An adapted alternating treatments design was used to compare the effects of two interventions using different intertrial intervals on sight-word mastery rates among three elementary students with behavioral disorders and learning deficits. Results found both interventions to be equally effective in increasing sight-word reading accuracy.…