Abstract
We examined the effects of task-sequencing variables on the academic performance of an 8-year-old severe stroke victim. Within a multiple baseline design, previously acquired (maintenance) task trials were systematically interspersed at designated points in treatment among new (acquisition) task trials. The results showed improvements in both academic responding and subjective ratings of motivation in each of four treated areas (spelling, reading, word-finding, and memory). Social validation data obtained from standardized school placement examinations suggested marked improvement in a variety of related areas of academic functioning. Results suggest that children suffering severe strokes may be capable of learning more than has previously been suspected, and that behavioral treatments may improve such children's functioning.
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