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A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly(More)
Experimental analyses for improving reading fluency deficits have rarely targeted generalized increases in academic responding. As a consequence, the variables that may help students to generalize newly learned forms of academic responding like reading are not well understood. Furthermore, experimental analyses of reading fluency interventions have not(More)
The efficacy of progressive relaxation, fingertip temperature training, and EMG training of the frontalis muscles was tested against chronic migraine and tension headaches in a double-blinded 3 X 2 design. All 56 subjects reported being conditioned in the course of the nine 1/2-hour training sessions. Detailed records of perceived severity and duration of(More)
Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure-strategic(More)
This study examined the generalized effects of three treatment conditions (performance based, skill based, and a combination of the two) on oral reading fluency by an elementary school student. Results indicated equal effectiveness of all treatments, maintenance, and possible evidence of generalization across passages.
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 procedures(More)
Two experimental investigations of the effects of parent delivered reading interventions were conducted. Tutoring packages consisting of empirically supported intervention components were delivered by parents for at least several weeks after initial parent training. Both experiments used single-case experimental designs and measured participants' oral(More)
This study examined the effects of an experimentally derived, peer-delivered reading intervention on the oral reading fluency of a first-grade student who had been referred for poor reading fluency. Same-grade peers were trained to lead the target student through a structured intervention protocol based on the results of a brief experimental analysis.(More)
The current study examined the accuracy of the multiple-stimulus without replacement (MSWO) preference assessment for identifying preferred common classroom activities as reinforcers with children with behavioral disorders. The accuracy of predictions from the MSWO regarding high, medium, and low stimulus preference was tested by providing contingent access(More)
  • E J Daly
  • 1994
The instructional hierarchy is a behavior-analytic model that links level of academic skill development (i.e., acquisition, fluency, generalization, adaptation) with appropriate instructional techniques. The present study used the instructional hierarchy to compare the effects of three instructional interventions (listening passage preview, subject passage(More)