title: Brief experimental analysis of stimulus prompts for accurate responding on academic tasks in an outpatient clinic.
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.
authors.affiliation: University of Iowa, USA.
authors.forename: J J
authors.initials: JJ
authors.lastname: McComas
authors.forename: D P
authors.initials: DP
authors.lastname: Wacker
authors.forename: L J
authors.initials: LJ
authors.lastname: Cooper
authors.forename: J M
authors.initials: JM
authors.lastname: Asmus
authors.forename: D
authors.initials: D
authors.lastname: Richman
authors.forename: B
authors.initials: B
authors.lastname: Stoner
mesh_terms: D000554:Ambulatory Care Facilities; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D009042:Motivation; D011932:Reading; D012073:Remedial Teaching; D014706:Verbal Learning