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One of the many challenges that children with learning disabilities (LD) experience, apart from academics, is severe deficits in the areas of social skills and peer relations. The learning of social skills and appropriate ways to interact with peers are crucial for school-aged children with learning disabilities. Without these skills, it can be difficult for these children to maintain meaningful relationships as well as interact with peers in the classroom. The purpose of this study was to decrease inappropriate peer interactions in a middle school student with learning disabilities using simultaneous intervention delivery of social stories and a token economy. From previous studies, the use of social stories and token economies have both been shown to decrease inappropriate behaviors and increase appropriate behavior. Based on these studies, it was hypothesized that implementation of a token economy combined with social stories would be successful at decreasing inappropriate peer interactions. The participant was a 13-year-old boy with LD enrolled in a middle school in the Pacific Northwest. The researcher used a multiple baseline across settings design and implemented the two interventions simultaneously. The researcher found that the simultaneous use of social stories and a token economy was successful in decreasing inappropriate peer interactions in a middle school student with learning disabilities.

We designed and implemented a modified eight-week Direct Instruction (DI) program intended to teach a third grade student with learning disabilities to tell time. The first objective was to determine whether or not the appearance (interesting or boring) of the worksheet affected performance. These data suggested the use of large-scale clocks and an emphasis on oral instruction resulted in better performance. Finally, the results from a pre-test indicated that many of the prerequisite skills needed for telling time were not firm with our participant. When a modified DI procedure was implemented, these skills were mastered quickly. The overall effect size for our use of DI for telling time indicated that the intervention was highly effective. It appears that the use of DI procedures was far more important than the interest of the materials.

The purpose of this research was to determine the effectiveness of the "Read Naturally"® program. The program was used in hopes to improve each student's ability in reading fluency. The study used "Read Naturally"® as an intervention for two struggling readers identified as two third grade students. The program included passage reading and comprehension. The participants were placed in the correct instructional level within the program by determining their age, grade level, reading abilities, and instructional level. The "Read Naturally"® program followed a multi-step procedure that required the students to read for a minute for a cold read and hot read, read passages aloud, follow along as the passages are read through an audiotape, and answer comprehension questions pertaining to the passages. Data were collected throughout the study to determine if there was an increase in words per minute for each participant from a cold read to a hot read.. The effectiveness of the "Read Naturally"® program was examined through an ABAB single-subject reversal design. The overall outcomes indicated improved fluency for each student. This improvement from hot to cold reads during the intervention was not found for either participant. Therefore, caution is urged regarding the use of "Read Naturally"®.

We evaluated the effects of using prompts and reinforcement procedures to increase the social interaction of two children with autism (ASD). This study took place during the context of a hockey practice. Two adolescent participants were evaluated using an ABAB single subject reversal design. Baseline data were collected prior to and after the implementation of a treatment phase. During baseline, the social interactive behavior of participants was measured. The participants engaged in vey low levels of social interaction. During treatment, the instructor applied prompting and reinforcement with the participants and social interaction was measured. The results indicate that social interaction of our participants can be increased during the hockey practice through the use of prompting and reinforcement.

The purpose of this study was to increase the spelling performance for a 4th grade student with learning disabilities. The second objective was to replicate the document with the efficacy of Copy, Cover, and Compare (CCC) in spelling. The study was conducted in a resource room in a low socio-economic school in the Pacific Northwest. The skill assessed was the number of correct spelling words taken from a classroom constructed spelling worksheet. The results showed an increase in number scored correctly when CCC was in effect for each of five sets of spelling words. Using the Percent of Non-overlapping Data points, (PND), the authors also determined that CCC was a very effective intervention. These outcomes replicate other research dealing with CCC.

The ability to write one's own name legibly is a critical lifelong skill for academic success. The purpose of the present study was to evaluate the effects of the Handwriting Without Tears® program on teaching a four year-old how to write his first name using proper size, form, and tool. The participant was a four year-old boy in a self-contained preschool setting. A multiple baseline design across letters was employed. The overall outcomes indicated improvement through the use of Handwriting without Tears® materials. The participant enjoyed the procedure and improved his academic skills.

The purpose of this research was to examine the effectiveness of the reading fluency program Read Naturally®. This program employs passage reading and comprehension questions. These are graded at various instructional levels (kg. to adult). The program employs several practice procedures such as passage reading along with a pre-recorded audiotape, reading the passage independently, and finally reading the same passage again to an adult. The participants were two, third graders (one boy and one girl), and a fourth grade boy. Data were collected on the correct words read orally per minute across various lessons. These data were gathered in the elementary school's resource room and taken daily. The effectiveness of the Read Naturally® program was evaluated with a multiple-baseline design. Our overall outcomes indicated that there was little change in correct words read per minute without practicing the passage (a cold read) and a large increase in correct words read after practice (a hot read). The results suggest that the procedure of repeated practice with an audiotape and practicing independently are effective procedures for increasing words read per minute. While the present outcomes were positive, further research is warranted regarding the efficacy of the Read Naturally® in the schools.

Proficiency, accuracy and fluency in reading is an essential part of nurturing a disposition towards learning, growth and continued education for any student who wishes to be successful in school. Many studies have assessed the efficiency and success of various reading programs that have been developed to improve these areas of reading proficiency. The REWARDS® Program is one such example. This program works to increase a student's ability to decode multisyllabic words using specific strategies including vowel sound, word part, and prefix and suffix recognition. REWARDS® can be used as intervention elementary to high school, and with students in both general and special education settings. This study was performed by two undergraduate students at a high school in the Pacific Northwest and assesses the progress of a 14-year-old-female participant who was diagnosed with a specific learning disorder in reading skills. The study tracks the development of the participant's reading skills through the use of the REWARDS Program. Through this study, there was clear evidence that the REWARDS Program had a positive impact on the student's ability to decode multisyllabic words.

Spelling skills are vital in teaching students to read and write effectively. One method to help students learn to spell words correctly is called cover, copy, and compare (CCC). This study was designed to evaluate the effects of using CCC on the spelling and writing skills of three students with learning disabilities. These skills were measured both before and after implementation of CCC spelling intervention. When CCC was in effect, our participants spelled more words correctly on spelling test probes. Generalization of correct spelling on a writing samples was found. The students reported they enjoyed using CCC.

The purpose of the study was to evaluate the effects of the Direct Instruction REWARDS® program on reading complex words of two fifteen-year-old boys in a reading resource room. Both participants had difficulty in reading and were diagnosed as learning disabled. During baseline, both participants had difficulty in syllabication. The results showed that through the REWARDS® program and by promoting generalization in phonemic reading, the program was successful and efficient. The students had stated that they felt more comfortable towards the end of the intervention with the ® REWARDS® program and produced large improvements in reading. The benefits of employing REWARDS were also discussed in this paper.

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across problem sets. DI flashcards require the student to provide the correct solution quickly and if an error occurs, the student is required to engage in error correction using a model, lead, and test procedure. The overall outcomes indicated large increases in student accuracy. Maintenance of treatment gains was also found with several division facts with our participant. The present outcomes replicate the range of classroom settings and disability designations. For the most part, employing flashcard procedures were easy to implement and evaluate in a middle school resource classroom setting.

An objective of this study was to evaluate the effects of employing the SRA Decoding Strategies text on word recognition for a ninth grade male with a learning disability. The student was enrolled in a high school special education resource room in a large urban school district in the Pacific North west in a direct instruction reading resource room. A multiple baseline design across three sets of sight words was used to test the effectiveness of the decoding program. The overall results indicated that the program worked well with the participant. The decoding strategies generalized to novel words for which he had not received any training. The efficacy of employing direct instruction procedures with high school students with learning disabilities was discussed in this paper.

The purpose of the present study was to evaluate the effects of a token economy on on-task behaviors by two seventh grade boys with varying disabilities within a public school inclusion classroom setting. At the end of the study, the participant identified with ASD increased his on-task behaviors approximately 52%. The participant identified with ADHD increased about 59% and decreased an average of 3.3 talk-outs per minute, although there were environmental limitations that impacted the design and confounded the ability to determine an educational effect. One specific limitation was the lack of support for the general education teacher to influence the learning environment to be conducive for the students who required more structure than the curriculum typically provided. It is likely that increased support from the administration to provide training and collaboration with special educators for general education teachers would have increased the on-task behavior and participation of both participants.

The purpose of this study was to assess the effects of cover, copy, and compare (CCC) on the spelling performance of three male middle school students. Two of the participants had learning disabilities and the third was health impaired. The study was conducted in a public school resource room in the Pacific Northwest. A multiple-baseline across word lists was employed to assess the efficacy of CCC. The behavior measured was correct spelling. The results showed mastery of spelling words following the implementation of CCC. The students and staff enjoyed the procedure and suggestions for additional research with CCC are discussed.

The purpose of this study was to evaluate the effectiveness of augmentative communication (AAC), specifically a Flip 'n Talk device, with a preschool student with developmental delays. Also, during data collection he was also being evaluated to determine if he had autism (ASD). The ability to functionally requesting assistance and to functionally request the attention of individuals such as teachers, instructional assistants, and later peers was the focus of this study. A multiple baseline design was employed to evaluate the use of AAC across asking assistance or seeking attention. The results of this study suggested that AAC was an effective way to teach functional communication to our participant.

The purpose of this study was to increase the formation of the pre-handwriting skill of imitating lines and circles with two 2-year-old preschool students using a hand-over-hand prompting procedure. Both students attended a preschool special education classroom in a rural school district. During baseline, line and circle imitation for both students were scribbles on the page within no specific symbols or letters. When hand-over-hand and tracing prompts were implemented, an increase circles and lines was found. For a second intervention, participant 1 was provided with a thick pencil for an additional intervention while participant 2 was given a specific drawing space. After these interventions, pre-handwriting skills further improved for both participants. The benefits of employing these interventions, within a single subject research design, are discussed.

The purpose of this study was to evaluate and measure the effectiveness of Handwriting Without Tears (HWT) modified gray block paper with letter writing on two preschool students diagnosed with developmental delays in pre-academics. Two students were selected from a self-contained special education preschool classroom in the Pacific Northwest. All the students in the classroom were diagnosed with Developmental Delays. The gray block paper intervention was used to teach both students how to write the letters in their first names. In baseline, both students were instructed to, "Write the letters of your name." During baseline, both students were able to write some of the letters in their names. However, both students did so inconsistently and with many errors in orientation and formation of the letters. The final outcomes showed improvement in both students in their ability to write the letters of their name. The gray block paper proved to be an inexpensive and easy to implement technique for instructing students with developmental delays to learn and refine writing the letters of their names. Suggestions for alterations to the study were discussed.

This study was designed to examine the effects of tracing and fading prompts to improve the handwriting of two preschoolers both diagnosed as Developmentally Delayed (DD) and one of whom had fine motor goals. The study took place in a self-contained special education public preschool classroom located in the Pacific Northwest. The results showed an increase in legibility of writing for both participants as well as an increase in independence when writing their letters. This report suggests that providing traceable prompts and methodically fading those prompts based on student performance was effective and applicable when teaching preschool children diagnosed with Developmental Delays to write their names.

The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre- and post-test outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed.

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located in an urban school district in the Pacific Northwest. Targeted math facts were chosen based on the students' pretest scores. The effects of the DI flashcard procedure were evaluated using a multiple baseline design across sets of problems. Both participants improved their mastery of multiplication facts. The flash card procedure was inexpensive and easily implemented in a resource room setting.

The purpose of this study was to determine the effectiveness of cover, copy, and compare (CCC) procedures on spelling performance with two students. The participants were two elementary students enrolled in a self-contained behavior intervention classroom. A multiple baseline design across participants was employed to evaluate the effects of CCC on time to completion and words spelled correctly. Improvements in all measures were found when CCC was in effect. The participants enjoyed the procedures and each improved their spelling over baseline performance. The applicability of CCC across academic contexts and for students with behavior disorders was discussed.

The purpose the present research was to evaluate the efficacy of DI flashcards on the math performance of two students with behavior disorders. The number of correct digits per minute was assessed. The outcomes indicated the DI flashcards were somewhat effective in improving the number of math facts that each participant could correctly write. When the participants earned additional rewards for increasing their performance (DRH) over that of the previous session, additional increases in digits per correct per minute were found. The use of DI flashcards with and without a DRH procedure was discussed.

The purpose of this study was to determine the effectiveness of using the Davis Symbol Mastery Procedure for Words (Davis, 1994) for improving spelling skills. The participant was a fourth-grade male diagnosed with a significant learning disability. The intervention consisted of having the participant write each word, its definition, the word in a sentence for context, creating a pictorial representation of the word, and then forming the word from clay. The results demonstrated that the Davis Symbol Mastery Procedure was successful. The procedure was cost effective and required little training to implement. Possible additional classroom suggestions for using the Davis Symbol Mastery procedure were made.

The purpose of this study was to measure the effects of reading racetrack and flashcards when teaching phonics, sight words, and addition facts. The participants for the sight word and phonics portion of this study were two seven-year-old boys in the second grade. Both participants were diagnosed with a learning disability. The third participant was diagnosed with attention deficit hyperactivity disorder by his pediatrician and with a learning disability and traumatic brain injury by his school's multi-disciplinary team. The dependent measures were corrects and errors when reading from a first grade level sight word list. Math facts were selected based on a 100 add fact test for the third participant. The study demonstrated that racetracks paired with the flashcard intervention improved the students' number of corrects for each subject-matter area (phonics, sight words, and math facts). However, the results show that some students had more success with it than others. These outcomes clearly warrant further research.

The purpose of the present case report was to evaluate the effects of an individual token economy with a young child with severe behavior disorders. Three behaviors were recorded; time to completion, the number of assignments completed, and the frequency of inappropriate behavior. These data were gathered for 30 minutes each morning. The overall outcomes indicated that the two different token systems were effective in improving the participant's academic and social behavior. The amount of work that was required could be increased without a large decrement in academic output or increases in inappropriate behavior. The program was enjoyed by both the teaching staff and the participant. Suggestions for future research and the maintenance of treatment gains were made. (Contains 3 figures.)

This study evaluated the effects of using differential reinforcement of other behavior (DRO) with a differential reinforcement of alternative behavior (DRA) resetting time schedule to reduce stereotypy in a child with Rett Syndrome. The primary purpose of the investigation was to compare latency and choice as dependent measures to identify reinforcers for use within a DRO/A contingency using a resetting time schedule. The treatment contingencies were arranged to decrease the rate of stereotypy and increased functional play skills. Overall, our results support the use of latency to respond as a dependent measure for selecting reinforcers. (Contains 4 figures.)

This study evaluated the effects of educational games on the performance of eight elementary school students with learning disabilities. The effects of educational games were evaluated in a multiple baseline design across students. The results indicated that each student improved their performance on reading when educational games were in effect. These differences were also educationally significant. Practical considerations and implications of educational games for adoption in the classroom were discussed.

This paper presents and selectively reviews the data-based literature regarding guided notes, choral responding, and response cards (ASR). These ASR procedures as designed to increase the opportunities for students to respond and improve their academic performance. Each of these procedures were effective in increasing student performance in history, reading, and math. The various unique applications of each of these procedures were outlined and reviewed. Suggestions for classroom applications as well as areas of future research and application were made.

The purpose of this study was to determine the effectiveness of using re-reading as a consequence for failing to read passages rapidly with zero errors using the "Direct Instruction approach with Corrective Reading, Skills Applications: Decoding C" (Engelmann, Meyer, Johnson, & Carnine, 1988). The participant was a 16-year-old high school student who read at a 7.2 grade level at the beginning of the study. During reading, he read slowly, made few errors and had close to perfect comprehension at the 7th grade level. The number of words read correctly, the number of errors made during an oral reading, and the number of times the student had to re-read the passage in order to correctly read the materials in 1 minute and 20 seconds was measured. An AB single case design was implemented to examine the effectiveness of Direct Instruction and the re-reading contingency. The results indicated that Direct Instruction and the re-reading contingency were effective in improving the rate of correct words read. The combined use of the re-reading and Direct Instruction is discussed.

The purpose of this study was to determine if the sequential method of teaching art skills (Brookes, 1986) could improve the success of intermediate grade school art students. Students were required to draw pictures of still life. A between groups pre-posttest crossover design was used to compare and evaluate the quality of perspective drawings before and after training. The results indicated significant improvement in the drawing skills of elementary students after they had been taught with the sequential method of teaching perspective. When the control group was later instructed in the sequential method of teaching, their scores also significantly improved. The applicability of the outcomes and the importance of measuring the clinical significance in art instruction were discussed.

This paper explores the "Diagnostic and Statistical Manual of Mental Disorders" (DSM-IV; American Psychiatric Association, 1994) definition of Attention Deficit Hyperactivity Disorder) (ADHD). The use of rating scales to diagnose ADHD was evaluated. Rating scales have been used since the 1970s and are highly influential in the detection of ADHD today. We also examined the advantages and disadvantages of using rating scales. Rating scales seem to change the percentage of individuals who meet the criteria for a diagnosis of ADHD based on different age groups, gender, and ethnicity. Finally, the Conners Teacher Rating Scale (CTRS-R) (Conners, Sitarenios, Parker, & Epstein, 1998) was reviewed. The important changes in the revision of the Conners Teacher Rating Scale-Revised ( CTRS-R) were detailed. The use of the CTRS-R is recommended as part of a multi-faceted assessment to diagnose and evaluate treatment procedures for children and adolescents with ADHD.

The purpose of the present case report was to examine the effects of one and two day reads over lessons in Reading Mastery. The participant was a fifth grade male with learning disabilities. Data were collected on his correct and error rate across various lessons. The data were gathered in the participant's resource room classroom. The overall outcomes indicated a sharp decrease in errors with a smaller increase in corrects. The procedures were easy to carry out and data collection straightforward. Recommendations for future research combining Direct Instruction curricula and procedures with that of precision teaching were made. (Contains 2 figures.)

Attention Deficit Hyperactivity disorder (ADHD) affects increasing numbers of children in every country around the world. Children who are diagnosed with ADHD are constantly having difficulties in the classroom environment. There are various medication therapies and evidence based procedures (EBP) which teachers can employ to further assist children with ADHD. The purpose of this manuscript was to provide an up-to-date review and analysis of the various medications used to reduce ADHD symptoms. In addition was examined the various behavioral interventions for the classroom. This was done to provide classroom personnel with a set of procedures that can assist them in their work with their students with ADHD.

Behavior management techniques are essential components of any treatment method for students with ADHD. Further, they appear to be the only line of treatment to which school personnel have direct access. Research has suggested that nearly all educators employ some form of behavioral modification techniques in their classroom. This paper will explore a variety of classroom interventions to assist teachers to work successfully with children with ADHD. These include: classroom structure, teaching modifications, peer interventions, token economies and self-management. The interventions reviewed were presented on a continuum from the least basic modifications needed in the classroom to those in which more time and resources are involved. All the strategies reviewed were evidence based. Also included in the paper is an interview of a general education instructor and a review of the strategies he employs in his classroom.

The purpose of the study was to evaluate the effectiveness of reading racetracks with three 8-year-old students with learning disabilities. All three children were performing well below grade level in reading. A single subject reversal design was used to evaluate the effects of employing reading racetracks. Corrects responses and errors were recorded using high frequency "No Excuse" word lists used in the school district. All three students showed an increase in sight words learned when the reading racetracks were used. This was replicated each time the reading racetrack procedure was implemented. The applicability of using reading racetracks in the classroom is discussed. (Contains 2 figures.)

The purpose of this study was to evaluate the effectiveness of cover, copy, and compare (CCC) on spelling accuracy for three high school aged students with learning disabilities. CCC is a student-managed procedure that teaches discrete skills through self-tutoring and error correction. The effectiveness of CCC was evaluated using a multiple baseline with a reversal. The results indicated that CCC was effective in teaching the students to spell their weekly vocabulary words. The reversal phase produced differential effects across the three students. The CCC method required little teaching time or one-on-one teaching, and it was a success in a high school special education resource room. (Contains 3 figures.)

The purpose of this study was to study the effect of pairing reading racetracks and flashcards for the teaching of sight words. The first participant was diagnosed with a specific learning disability in reading and writing and was also diagnosed with ADHD. The second participant was diagnosed with a specific learning disability in reading, writing, math, and social skills. The third participant was diagnosed with a specific learning disability in reading, writing, and math. Data were taken on the number of corrects and errors for select sight words. A combination multiple baseline with reversals and a generalization probe single case design was employed to evaluate the various interventions. The results for two of the participants indicated that reading racetracks paired with flashcards were quite effective in increasing oral reading of sight words. For a third participant, the addition of cover, copy, and compare and rewards improved sight word acquisition. A brief generalization probe to new words indicated that the gains in sight words did not generalize to new untrained words. The applicability of employing data-based decision making with our various interventions was outlined. (Contains 4 figures.)

Introduction: The purpose of the study was to evaluate the effectiveness of reading racetracks and direct instruction flashcards with two students with behavior disorders. A token economy with a response cost component was also implemented to increase on-task behavior during data collection. Method: The participants were two eight-year-old males. Both were labeled as having severe behavior disorders. A multiple baseline design was used across the two students to evaluate the effects of the intervention package. Corrects and errors were recorded and tracked over selected word lists employed in the school district. Results: Both students showed an increase in correct responses and a decrease in errors when the intervention package was in effect. According to the classroom staff, both students became more confident in their reading. Discussion and Conclusion: The practicality of employing these procedures is also outlined. The paper provides an additional replication of employing DI flashcards and Reading racetracks to a different set of students. (Contains 1 figure.)

Introduction: The purpose of this study was to decrease the number of talk-outs displayed with a 3rd grade student with autism. She engaged in these behaviors during work time, specialty classes such as physical education, music and library, and group work. Method: A multiple baseline probe design was used to measure the effectiveness of differential reinforcement with a token economy treatment package. A functional relationship was demonstrated between the reduction in talk-outs and the implementation of a differential reinforcement of an alternative behavior reinforcement schedule (DRA). Results: The participant's talk-outs decreased across all settings from an average of 10.9 in baseline to a mean 3.1 talk outs during differential reinforcement within a token economy. Conclusion: The use of the positive procedures in the classroom to reduce a problem social behavior is discussed. (Contains 1 figure.)

Introduction: "Handwriting Without Tears"[R] program (Olsen, 1998) has been suggested as an appropriate set of procedures to teach students with and without disabilities skills in written communication. Unfortunately, there has been little research in the peer reviewed literature where the program has been employed to teach children with autism and/or developmental delays handwriting. Objectives: The purpose of this study was to increase the legibility of letters using tracing procedures from the "Handwriting Without Tears"[R] program (Olsen, 1998). Method: The program was implemented to teach two preschoolers with autism or developmental delays four developmentally appropriate letters. A multiple baseline design (Kazdin, 1982) was employed to assess the effects of the "Handwriting Without Tears"[R] program. Two preschool students with autism were our participants. The data collection and procedures were carried out in a special education preschool classroom. The number of legible letters were scored. Results: Our outcomes indicated that during baseline neither participant could legibly write the letters chosen for study. The outcomes of this study also indicated that the use of the "Handwriting Without Tears"[R] chalkboard and worksheet along with a highlight, model and start point, can increase a student's ability to write specified letters. This finding was replicated across all of the participants. Discussion: The evidence from the present action research supports the use of portions of the Handwriting Without Tears[R] program. These were found for preschool students with ASD. The use of these procedures was discussed. (Contains 3 figures.)

The purpose of the present research is to compare the effects of a Direct Instruction flashcard procedure on the mastery of multiplication facts by two high school students with attention deficit hyper-activity disorder (ADHD) and oppositional defiant disorder (ODD). Both students were enrolled in a separate high school for students with behavior disabilities. The effectiveness of the Direct Instruction flashcard procedure was evaluated across three different sets of math problems using a multiple baseline design. In addition, the effectiveness of various ratios of mastered to unmastered facts was examined. The overall outcomes indicate a large increase in correct responding by both of the participants during the Direct Instruction Flashcard System. An intermediate ratio of mastered to unmastered facts was correlated with fewer trials to mastery for each participant. The applicability of employing Direct Instruction flash card procedures was discussed and directions for future research were posed. (Contains 2 figures.)

The purpose of this study was to evaluate the effects of the copy, cover, and compare (CCC) procedure on improving the mathematics and spelling performance of a freshman attending a high school special education class. The participant was a 16-year-old high school student enrolled in special education classes for 3 periods of the school day. Math problems consisted of single-and double-digit division and fractions. Spelling words used were at the 3rd-grade level. A multiple baseline design was used to evaluate the effectiveness of CCC. The results suggest that the CCC procedure can be used to improve accuracy in mathematics and spelling. The authors discuss the benefits of employing the CCC procedure for secondary students. (Contains 2 tables and 2 figures.)

The purpose of this study was to determine the effectiveness of the model, lead, and test procedure, as well as a fading procedure with prompts and Direct Instruction with two preschool developmentally delayed students. These procedures were implemented to teach a class of preschoolers to write their names in preparation for their kindergarten transition. The participants were enrolled in a special education preschool and both were referred to the program due to physical as well as academic delays. Signing their name was a daily task that the students needed to accomplish before they started the day. During baseline both students had difficulty with letter identification and formation. The results of the model, lead and test suggested that these were effective procedures. When these were faded, there was little change in both participants handwriting. The benefits of using Direct Instruction procedures and fading for preschool students with physical development delays at the preschool level were discussed.

The effects of key words and previewing on the rate of words read correctly and the reading comprehension of a language minority student (age 10) were analyzed. The student read more words correctly and answered more comprehension questions accurately after the material was previewed and key words were discussed. (Contains references.) (Author/CR)

Functional analysis methods were used to monitor medication used to reduce vocal and physical tics of a child with Tourettes Syndrome. Post-medication results demonstrated a reduced level of tics by the participant. Although preliminary, the findings suggest that functional analysis methods can be used to monitor the effects of medication in outpatient and school settings. (GCP)

This study evaluated use of a token reinforcement program to reduce three inappropriate behaviors of an elementary student with learning disabilities. Results indicated that awarding tokens for the absence of the target behaviors was effective. Practical aspects of the token program, as well as difficulties of employing data collection in an integrated elementary classroom setting are discussed. (Contains references.) (Author/DB)