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Alzheimer's disease is the most commonly known neurocognitive disorder characterized by deterioration in areas such as memory, attention, and activities of daily living. From a behavioral perspective, memory and attentional deficits may be described as deterioration of stimulus control. This paper provides a case study of discrimination behavior in a patient with neurocognitive disorder. The purpose of the current study was twofold: (i) to study the effect of using presumed familiar pictures in arbitrary matching-to-sample tasks and (ii) to study variables that affect stimulus control in a patient diagnosed with vascular dementia. There were 12 conditional discrimination experimental conditions with various types of stimuli, from familiar pictures to identity matching. The results showed that the participant's responses were not in accord with experimenter-defined stimulus classes when using familiar pictures. However, intact stimulus control by sample stimulus was established following systematic procedural changes in the conditional discrimination tasks. Copyright © 2014 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to use a delayed multiple probe design to evaluate the effects of a multicomponent intervention on reading fluency in three adult Norwegian university students. Prior to the study, all the participants had below average reading speed and one had the diagnosis dyslexia. The present procedure consisted of reading support, fluency aim, repeated reading, performance feedback, and error correction. Training involved daily sessions where a passage was read four times in a session or until a predetermined fluency aim was reached. Each participant read 10 passages during the intervention. Maintenance, generalization, and reading comprehension were tested to evaluate characteristics of fluent performance. The main findings indicate that reading fluency of all the participants improved. Results are discussed with regard to (i) conducting a multicomponent intervention; (ii) maintenance of the achieved improvements; (iii) possible effects on reading comprehension; and (iv) social validity of the study. Copyright © 2016 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]