Abstract
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 preview, and taped words) on subjects' oral reading performance on word lists and passages. Subjects were 4 male students with learning disabilities who ranged in age from 8 years 10 months to 11 years 11 months. A multielement design was used to compare the effects of the three interventions to each other and to baseline. Results indicated that the listening passage preview intervention (which contained modeling, drill, and generalization components) produced the largest performance gains. The implications of these results for selecting academic interventions based on the instructional hierarchy are discussed.
Keywords: oral reading, learning disabled, multielement design
Full text
PDF
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Baer D. M., Wolf M. M., Risley T. R. Some current dimensions of applied behavior analysis. J Appl Behav Anal. 1968 Spring;1(1):91–97. doi: 10.1901/jaba.1968.1-91. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Barbetta P. M., Heron T. E., Heward W. L. Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities. J Appl Behav Anal. 1993 Spring;26(1):111–119. doi: 10.1901/jaba.1993.26-111. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Barbetta P. M., Heward W. L., Bradley D. M. Relative effects of whole-word and phonetic-prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities. J Appl Behav Anal. 1993 Spring;26(1):99–110. doi: 10.1901/jaba.1993.26-99. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Iwata B. A., Pace G. M., Kalsher M. J., Cowdery G. E., Cataldo M. F. Experimental analysis and extinction of self-injurious escape behavior. J Appl Behav Anal. 1990 Spring;23(1):11–27. doi: 10.1901/jaba.1990.23-11. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Kern L., Childs K. E., Dunlap G., Clarke S., Falk G. D. Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. J Appl Behav Anal. 1994 Spring;27(1):7–19. doi: 10.1901/jaba.1994.27-7. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Lalli J. S., Browder D. M., Mace F. C., Brown D. K. Teacher use of descriptive analysis data to implement interventions to decrease students' problem behaviors. J Appl Behav Anal. 1993 Summer;26(2):227–238. doi: 10.1901/jaba.1993.26-227. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Rose T. L. The effects of two prepractice procedures on oral reading. J Learn Disabil. 1984 Nov;17(9):544–548. doi: 10.1177/002221948401700908. [DOI] [PubMed] [Google Scholar]
- Shapiro E. S., McCurdy B. L. Effects of a taped-words treatment on reading proficiency. Except Child. 1989 Jan;55(4):321–325. doi: 10.1177/001440298905500406. [DOI] [PubMed] [Google Scholar]
- Singh N. N. Effects of two error-correction procedures on oral reading errors. Word supply versus sentence repeat. Behav Modif. 1990 Apr;14(2):188–199. doi: 10.1177/01454455900142005. [DOI] [PubMed] [Google Scholar]
- Singh N. N., Singh J. Antecedent control of oral reading errors and self-corrections by mentally retarded children. J Appl Behav Anal. 1984 Spring;17(1):111–119. doi: 10.1901/jaba.1984.17-111. [DOI] [PMC free article] [PubMed] [Google Scholar]