Class inclusion (CI) requires responding to an item simultaneously as a member of both a class and a more inclusive class that contains that class. This study extends previous research by Ming et al. (2018) who trained CI responding in typically developing children and individuals with autism using a Relational Frame Theory (RFT) approach…

Few studies have explored the effects of fixed-time (FT) reinforcement on escape-maintained behavior of students in a classroom setting. We measured the effects of an FT schedule on the disruptive and appropriate academic behaviors of 2 junior high students in a public school setting. Results demonstrated that FT escape from tasks resulted in a…

The effects of instructional strategies on the academic performance of four children with learning disabilities were examined using brief multielement designs. Instructional strategies included follow along/sound out, verbal rehearsal, verbal outline, and rhyming words/sample spelling. Manipulation of the instructional strategies was useful in…

A study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Results indicate that both correct response rate and accuracy were higher when self-corrections were immediate rather than delayed or…

Four high school students, including one with mild mental retardation and one with learning disabilities, completed a driver education curriculum that used direct instruction and precision teaching by peer tutors. Peer tutoring was associated with immediate increases in correct responding and a simultaneous and rapid deceleration of errors.…

The present study assessed the effects of summer parent tutoring on 3 children with learning disabilities using empirically derived reading interventions. Brief experimental analyses were used to identify customized reading fluency interventions. Parents were trained to use the intervention strategies with their children. Parents implemented the…

A computer-assisted instruction program was used to teach spelling words to 5 learning-disabled or educable mentally handicapped students (ages 11-12) using a time delay procedure; manage content presentation based on individual student responding; and collect performance data. Four students learned the words, though maintenance varied.…

A study evaluated the effects of explicit timing procedure on problem completion rates and accuracy levels in 40 African-American third-grade students. Results showed that the explicit timing procedure increased problem completion rates. A decreasing trend in percentage of problems correct also occurred. Recommendations for educators are…

A study skill training procedure involving a modified study, question, read, recite, and review technique was functionally related to improved storytelling for three intermediate-grade learning disabled students. (CL)

The generalized effects of self instructional training on the classroom performance of three "impulsive" preschool children were investigated using a multiple baseline design across Ss. Findings suggested that generalized increases in accuracy on classroom worksheets were related to the naturalistic format of the self instructional training…

This study applied the instructional hierarchy to examining the effects of 3 instructional interventions (listening passage preview, subject passage preview, and taped words) on oral reading performance of 4 students (ages 8-11) with learning disabilities. Results indicated that the listening passage preview intervention (which contained modeling,…

Results indicated that socially unskilled, learning disabled children (8 to 10 years old) can be taught to respond appropriately to role-play situations. However, improved performance did not generalize to the natural school setting and treatment did not affect ratings of peer acceptance. (Author)

The effects of assisted reading (in which students listen to the passage and then read it along with the teacher prior to reading the material independently) on three elementary students with learning disabilities were evaluated using a multiple baseline design. Assisted reading resulted in more words read correctly, fewer words read incorrectly,…

Group contingencies with different criteria resulted in high performance averages for 12 elementary-aged learning disabled students. Two of the group contingencies produced significantly more frequent positive social interaction among subjects than that observed during baseline. (CL)

Individualized self-monitoring checklists were developed for 3 learning-disabled students, aged 10-13; students followed the checklists as they completed their subtraction assignments. The procedures produced immediate gains in correct responding; when the checklists were removed and the previous incentives condition was reinstated, continued…