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Introducción. La utilización de la Intrucción directa (ID) con tarjetas ha sido señalada como un procedimiento intervención de aula efectivo. El presente trabajo examina el uso de un sistema de tarjetas de instrucción directa con dos adolecentes con dificultades de aprendizaje.Objetivos. El propósito de esta investigación fue incrementar la tasa de respuestas correctas y disminuir la tasa de error en la visión/escritura de dígitos en multiplicaciones utilizando un sistema de tarjetas de instrucción directa con una estrategia de repetición de tres tarjetas tras los errores. Otro objetivo fue favorecer la extensión y replicación de trabajos previos realiza-dos con la metodología de instrucción directa.Método. Los participantes fueron dos estudiantes de enseñanza elemental con dificultades de aprendizaje. Tras la establecer la línea base, se implementó el sistema de tarjetas a través de instrucción directa. El estudio fue realizado en un aula del centro. La escuela estaba situada en un área de nivel alto de pobreza de una zona urbana. Los efectos de la intervención fueron evaluados mediante un diseño de múltiples líneas basales para cada estudiante.Resultados: Ambos participantes mejoraron su capacidad en relación con las tareas matemáticas. Estos cambios fueron inmediatos y se extendieron durante los primeros dos pasos. Algunos problemas de generalización en los últimos pasos fueron observados para ambos participantes.Discusión. El sistema de tarjetas fue poco costoso y fácil de implementar. Se proporcionan algunas recomendaciones para la utilización de este sistema.

The purpose of this study was to evaluate the effects of the Direct Instruction (DI) flashcards procedure and the math racetrack to improve mastery of multiplication facts by a 6 th grade girl enrolled in a resource room classroom in a parochial school. The dependent variable was the number correct for multiplication facts. A second measure was the number of correct multiplication math facts from a pre- and posttest of 100 multiplication problems. The number of seconds required to complete the math racetrack was assessed. The effect of the DI flashcard procedure was evaluated in a single-subject multiple-baseline design between three sets of multiplication math facts. Our results indicated a clear functional relationship between the implementation of the DI multiplication flashcards and the mastery of multiplication facts with Sets 1 through 3. By the end of data collection, our participant had increased her performance on a 100- problem, 5-minute, multiplication test from the pretest of 34 facts to the posttest of 55 facts.. The procedures were cost effective and required little training to implement.

The purpose of the study was to evaluate the effects of the Direct Instruction REWA RDSAE program on reading com plex 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 REWA RDSAE program and by prom oting generalization in phonem ic reading, the program was successful and efficient. The students had stated that they felt m ore com fortable towards the end of the intervention with the AE REWA RDSAE program and produced large im provem ents in reading. The benefits of em ploying REWA RDS were also

The purpose of this study was to determine if a typical third-grade boy and fifth-grade girl and a boy with learning disabilities could benefit from the combined use of Direct Instruction (DI) flashcard and math racetrack procedures in an after-school program. The dependent variable was accuracy and fluency of saying basic multiplication facts. A single subject multiple baseline design across three sets of facts showed a clear functional relationship between the DI flashcard combined with the math racetrack procedures and increased mastery of multiplication facts. By the end of the study, each participant mastered all target math facts. Additionally, all three participants correctly generalized from oral to written without instruction on written math facts. Also, the students’ confidence in math seemed to grow as their mastery increased. The procedure was cost effective and required little training to implement.

The purpose of the present study was to evaluate the effects of the Direct Instruction (DI) flashcard system combined with model, lead, and test on the mastery of numerical identification for a nonverbal preschool girl with developmental delay. The research was carried out in a self-contained preschool classroom. The classroom enrolled children with delays in the skill areas of preacademic, expressive communication, receptive communication, gross motor, fine motor, or adaptive. Our participant was a 4-year-old girl scheduled to be placed into an integrated preschool containing a combination of children with delays in one or more area and their typically developing peers the following year. She was behind her typically developing peers in the area of numeral identification. A single-subject, multiple baseline design across three sets of target numerals was used to evaluate the effectiveness of the DI flashcard procedure. A functional relationship was shown between numeral recognition and the implementation of our intervention. Suggestions for future research were made.

The purpose of this study was to determine the effectiveness of a model, lead, and test (MLT) error correction in conjunction with tracing and a fading procedures for teaching shape drawing to two students with developmental delays. Both of our participants were enrolled in a special education preschool classroom. A multiple baseline across shapes and participants was employed to evaluate of the effectiveness of our two intervention procedures. The results for the participants indicated that the use of MLT with the tracing and fading procedure was effective in producing the skill of drawing shapes. Data collection was very practical and easy to implement in a preschool classroom setting

The purpose of this study was to compare the effects of employing the Handwriting Without Tears (HWT) program with and without a teacher-made handwriting racetrack. Five preschool students enrolled in a public elementary special education preschool classroom served as participants. A combind multiple baseline and an ABCD design were employed to assess the effectiveness of our two handwriting interventions. For three of our participants, a teacher-made handwriting racetrack and HWT were also assessed. During the first session of baseline, Participants 1 and 5 were prompted to trace five straight lines of varying lengths with a pencil. During the first session of baseline, Participants 2, 3, and 4 were prompted to write inside the four standard letters from the HWT workbook with a pencil. After baseline, each participant was instructed using the HWT program and materials. For two of our participants (P-1 and P-5), increases in handwriting scores were found. For our other three participants (P-2, P-3, P-4), ...

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 the participant.

The purpose of this paper was to review and evaluate the available and current literature regarding the use of daily report cards. Literature was gathered using computer searches of the ERIC, Psych Info, and Google Scholar databases. Also, the reference sections found in the articles from the computer searches were also searched. The overview, history, summary of components, sample models, and issues surrounding daily report cards were provided. Sample outcome studies using daily report cards were reviewed. These studies and others reported daily report cards to be an effective intervention for both elementary and middle school students. This was also found across both social and academic behaviors. The limitations and concerns regarding the use of daily report cards were discussed

The purpose of this study was to evaluate the effectiveness of the DI Flashcard system for teaching preliminary mathematic skills to three preschool students. The participants attended a self-contained special education preschool. All three participants’ eligibility category was “developmentally delayed”. A concurrent multiple baseline design across three sets (colors, shapes, and numerals) was use to evaluate the effectiveness of the DI flashcard system. The results indicated that all three participants showed an increase in their performance when DI flashcards were in effect. However, the amount of improvement varied for each participant. The importance of employing evidence-based procedures to teach skills to preschool students with developmental delays was outlined.

D’Nealian® Handwriting, Preschoolers, Classroom research, Single case research design The purpose of this study was to teach four preschool boys how to write their names using tracing D’Nealian® letters of their names. The participants were all enrolled in a special education preschool. During baseline, the students were unable to write all of the letters in their names. During intervention, the students traced unknown letters using work sheets made with D’Nealian® Handwriting. In the second intervention, students traced specific letters of their last name. The results suggested that tracing letters using worksheets with D’Nealian handwriting work sheets effectively taught preschool students with disabilities to write their names. Recommendations regarding additional classroom applications of these procedures are made.

Cover, Copy, Compare, Learning disabilities, Middle school, Single case design, Spelling The purpose of this research project was to examine the effects of employing the copy, cover and compare (CCC) method in spelling. The participant was a seventh grade male with learning disabilities. Dat a were gathered on his correct and error rate across various lessons in the studen t’s resource room classroom. An ABAB single case design was employed to evaluate the effects of CCC for both corrects and errors in spelling. The overall outco mes indicated a gradual increase in corrects and also gradual decreases in errors. This replicates much of the previous research with CCC. In the present cas e report, we were able to further replicate our work and those of Skinner and his colleagues. The CCC procedures were straight-forward to implement and dcollection fit into the daily classroom routine. The benefits of CCC are d iscussed.

Flashcard, Spelling, Written communication, Extra practice, Moderate disabilities, Model, Lead, Test, Oral Sentence This study evaluated the effectiveness of direct instruction flashcards with oral supplemental sentence creation practice. The study was conducted over the course of eight weeks and evaluated the participants’ spelling performance. The three participants were selected for the study based upon their low spelling performance. All participants had a disability that affected their academic performance; this study correlated with a goal in the participants’ Individual Educational Plans. Therefore providing a link between the research and the goals for each participant in written communication. Baseline data were taken each week to determine the words that would enter intervention. The criterion for words to enter intervention was that three or more participants or students incorrectly spelled the word in baseline. Intervention began with participants and students chosen at random to identify the word and provide an original sentence. Following the oral sentence creation, the instructor would model of spelling the word, then the instructor lead the participants and students in spelling the word, and finally the participants and students spell the word independently. The intervention showed that this strategy was moderately effective. Participant 1’s average percent correct improved from 13% in baseline to 64% during DI flashcards and constructing sentences using the spelling words. Participant 2’s average correct improved from 0% percent in baseline to 27% during DI flashcards and requiring the students to create sentences from their spelling words. Participant 3’s average correct from 47% in baseline to 96% during intervention.

The purpose of this study was to implement and evaluate a Direct Instruction (DI) flashcard system as well as the reading racetrack, to teach sight word acquisition to two elementary students diagnosed with autism. A multiple baseline design was used across word sets with each student to evaluate the effectiveness of the combined flashcard and reading racetrack procedures. Due to the limitations of one of our participants, an ipad application called,” Proloquo2Go™ “was also employed. A functional relationship was demonstrated between the use of these strategies and the reading of sight words for both participants. The study showed that DI flashcards and the reading racetrack can be an effective way to teach students with autism sight words. Both staff and students enjoyed the interventions.

The purpose of this study was assess environmental variables associated with pseudo-siezures displayed by a 24-year-old woman with intellectual disabilities. A modified brief functional analysis was conducted over 5 days to determine the environmental correlates of the participant’s seizures. An alertness analysis was conducted to evaluate the participant’s awareness during pseudo seizure episodes. Results suggested that the episodes occurred across all session; thus the participant’s behavior was not maintained by social consequences. Results of an alertness analysis indicated that the participant did not have any control over her pseudo-seizure behavior. This suggests that actual seizure activity was present in the participant.

The purpose of this study was to assess effectiveness of the Direct Instruction (DI) flashcard system in improving the sight word knowledge of three middle school boys with intellectual disabilities in a designed instruction classroom setting. Each participant was presented with three sets of 20 sight words and a multiple baseline, single-subject design was used to measure student progress. In addition, a passage reading probe was used to assess the ability of participants to utilize sight word knowledge within passage context. Overall results indicated a large increase in isolated sight word knowledge for all three participants following the implementation of DI Flashcard instruction. In addition, the passage reading data indicated a decreased likelihood that participants would inaccurately read their individual sight words in passage context. The issues related to employing flashcards in literacy instruction were discussed.

The purpose of this study was to increase the legibility of letter writing using a tracing procedure derived from the Handwriting Without Tears ® program (1). Our participant was enrolled in a self-contained special education preschool classroom. The child was expected to move on to an integrated kindergarten during that next school year, so gaining handwriting skills and being able to write her name should increase her chances for success. During baseline, she could only write one of the six letters in her first name. When tracing the letters of her first name on a Handwriting Without Tears ® worksheet and then copying the letters, the writing of the letters in her name increased. Overall, our results suggest that the use of the Handwriting Without Tears ® worksheet along with a visual model can increase the participant's ability to write letters. The efficacy of employing these procedures is discussed.

The purpose of this study employ and evaluate the use of a spelling racetrack with a single general education student with low performance in spelling. Our participant was a 7-year-old-student having difficulty spelling words from the general education curriculum. The study was conducted in a general education classroom in a large urban school in eastern Washington. The two dependent variables were the number of correct and error words from his spelling tests each day. The effects of the spelling racetracks procedure and its addition within an ongoing motivational system in the class- room were evaluated using an ABAB single case replication design. When the spelling racetrack was being employed the participant's number of correct words spelled increased while his errors declined. This was replicated each time it was in effect. We also found a statistically significant increased for correct words and a significant decline in errors. The benefits of employing a racetrack procedure that could be modified for spelling was both effective and motivating for the partici- pant are presented. The limitations of the present case report are also outlined.

The purpose of this research was to determine the effectiveness of reading racetracks on the sight word acquisi- tion and fluency of two elementary students who qualified for special education services. An ABABA' reversal, single subject design provided data on the number of words the participants read correctly during a 1-minute timing as well as his or her error rate during that same 1-minute timing. The overall outcomes indicated an increase in the acquisition and fluency of sight words and a decrease in errors. Maintenance of treatment gains were noted for both corrects and errors during the post-testing of each participant. Very small declines in corrects were noted as were small increases in errors.

The purpose of the present study was to evaluate the effects of hand-over-hand and dot-to-dot tracing procedure to teach a 14-year-old student with autism to write his first name. The participant began the study unable to write any letters in his name. Instead, he used a name stamp when his name needed to be applied to a document in school. When asked to write a letter or word, the student would simply draw a vertical or horizontal line. A multiple baseline and reversal design was used to evaluate hand-over-hand and dot-to-dot tracing. The results indicated the participant increased his ability to write the letters in his first name “T,” “y,” and “e,” from 60% to 100 %. The study was cost effective since it required only small amounts of additional time to complete, and should be easily replicable in other classroom settings.

The purpose of this study was to evaluate the effects of Direct Instruction curricula for teaching reading com- prehension skills in the home. The participant was a 12-year-old girl who was enrolled in the seventh grade at a public middle school in the Pacific Northwest. She had been unable to pass her Washington Assessment of Student Learning (WASL) in the sixth grade. Two undergraduate students served as instructors. Each session began by asking 12 systemati- cally random comprehension questions from the lessons of Corrective Reading Comprehension Skills Book B1. These comprehension questions served as the major dependent variable. The results indicated an increase number of correct reading comprehensions when Direct Instruction materials and procedures were employed. The use of Direct Instruction was cost effective, required little training to correctly implement, and was time efficient. The participant enjoyed the pro- cedures and was proud of her improvements in reading. Reading comprehension may be considered one of the most vital skills for successful academic performance in our schools and later in society (1). Reading is required in most academic subjects and plays an indispensable role in success in school (2). High levels of achievement in literacy are im- portant for learning across the curriculum, for independence in engaging with print, for personal satisfaction, and reading sets the occasion for success in an increasingly information- based economy (3). Comprehension skills also play a critical role in mastering text. This takes place both inside and out

The purpose of this study was to shape letters using tracing procedures based from Handwriting Without Tears ® program (1). This writing program was implemented to teach two preschool students with disabilities to write their first name. The participants were enrolled in a self-contained special education classroom and each participant had little or no skills in handwriting. Since both students are moving into kindergarten next year, this was as am important goal to teach each participant to write their names. The outcomes indicated that during baseline, neither student could legibly write the letters in their first name. During the first intervention, the students traced one specific letter in their name using Handwriting without Tears worksheets. In the second intervention, the students traced the specific letter and traced their name over a yellow marker. In the third intervention, the students continued to trace their specific letter and traced their name over a yellow marker with starting dots. The results suggested that tracing letters using Handwriting without Tears ® worksheets and tracing name over yellow marker was beneficial to teach to preschool students with disabilities to write their name.

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.

The purpose of this study is to evaluate the effects of Teach Your Child to Read in 100 Easy Lessons (Engelmann, Haddox, & Bruner, 1983), on the acquisition and maintenance of reading skills by a six-year-old female with Attention-Deficit Hyperactivity Disorder, Cognitive Disorder, and Mixed Receptive Language Disorder. The skills evaluated for this study were reading phonetically regular words specifically taught in the text, and similar words not taught in the text (probe words). The outcomes indicate that Direct Instruction is effective in improving correct frequency for both trained as well as probe (non target) words. The benefits of employing Teach Your Child to Read in 100 Easy Lessons were provided. Finally, the authors discuss the importance of generalization to probe words.

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.

The validity of selecting treatment contingencies on the basis of the results obtained through functional analysis is well documented. However, a number of second-generation questions have emerged: For example, what are the parameters required to achieve desired treatment outcomes? More specifically, what is the degree of treatment integrity needed for the successful reduction of problem behavior? This study had two purposes: to describe the relationship between treatment integrity levels and treatment effectiveness and to highlight the importance of reporting the treatment integrity in outcome-based research. The results indicate that a high level of treatment integrity is required for treatment success. Furthermore, the authors found that very low levels of integrity may be required for behavioral reduction procedures (i.e., extinction) if high levels of reinforcement are provided.

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 ...

The purpose of this case study was to determine the effectiveness of using visual prompts with a model, lead, and test technique paired with a fading procedure. This was implemented to teach a student how to appropriately answer “Where are you?” The participant in this study was a 13-year-old boy, with low functioning autism who was also echolalic. This study took place in the participant’s self-contained special education classroom and at nine various locations at his school. The participant was taught to answer correctly when prompted to nine different places throughout his school. The participant was able to maintain this skill, when visual prompts were systematically reduced during the fading and no longer provided during the two no prompts conditions. Other personnel in the school were very satisfied with the outcomes.

We employed a flashcard strategy to teach two high school students with mental retardation their math facts. The study was carried out in a typical self-contained classroom public school setting. We measured both correct responses and errors. The effects of employing flashcards were examined in a multiple baseline design across participants. Overall outcomes indicated that when flashcards were employed there was an increase in their correct rate and a decrease in errors. Applicability of employing flashcards was discussed.

The purpose of the present study is to evaluate the use of a reinforcement package with four middle school students who were below grade level in reading. Data were gathered, independently by two observers, for on-task behavior for the number of correct words read for a two-minute timed trial, and for book pre- and posttests. These data were gathered during Direct Instruction Corrective Reading Lessons. The participants earned points for increases in reading academic behaviors and on-task during the lesson. The effects of the reinforcement package were evaluated in an ABAB single case replication design. The overall outcomes indicate that on-task behavior improved from the low levels during both baselines and increased to high levels when the reinforcement package was in effect. Changes in reading rate were also dramatic with the largest increases found when the reinforcement package was in effect. Increases in pre- and posttest scores were noted for each of the participants. The advantages of em...

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. Keywords: Response Latency, Preference Assessment, Automatic Behavior ********** When working with children who engage in inappropriate behavior, it is relatively easy to identify a social function. Through observation and manipulation of environmental variables, previous research suggests that most problem behavior is maintained by a social function (Iwata et al., 1994). Treatment for behaviors that serve an automatic function are more difficult to identify because social reinforcers are not identified. Specifically, maintaining contingencies are extremely difficult to manipulate because the behavior itself provides reinforcement (Iwata et al., 1994). Often, an attempt is made to identify activities or objects that can compete with the behavior itself (Alberto & Troutman, 2005). Alternatively, attempts can be made to identify substitutable stimuli to replace sensory reinforcement obtained by engaging in the behavior (Piazza, Hanley, & Fisher, 1996). In addition, it has been demonstrated in the literature that substitutable stimuli are (a) preferred and (b) result in decreased levels of problem behavior when presented non-contingently. The purpose of this study was to identify effective reinforcers for use in a treatment package for a young child who engaged in stereotypic behaviors maintained by automatic reinforcement. By doing so, we further sought to compare the use of choice versus response latency as a dependent measure for use within a preference assessment. We hypothesized that more effective reinforcers would be identified using response latency as a dependent measure. Specifically, because these stimuli were shown to decrease the occurrence of automatic behavior within the preference assessment, we hypothesized that they were substitutable to the behavior. Method Participants and Setting The participant was a 6-year-old female diagnosed with Rett Syndrome. She was referred by her classroom teacher for the assessment and treatment of stereotypy. Stereotypy was reported to occur at high rates in home and school settings. All observations took place in a 3.m by 4.5m room located adjacent to her classroom. The room was equipped with a two-way window for unobtrusive observation. Data Collection, and Interobserver Agreement The dependent variables were (a) inappropriate vocalizations, which were defined as loud, raspy, noises in the back of the throat occurring in brief bursts; (b) spitting which was defined as having the tongue completely out of the mouth making a spitting noise; (c) hand wringing which was defined as rubbing the pads on the fingers of one hand against the pads on the fingers of the other hand together, usually done by the shoulder; (d) hand flapping defined as moving her hands up and down either by the hips or shoulders; (e) latency, which was defined as the amount of time, in seconds, between the presentation of an item and the first occurrence of a stereotypic response; and (f) choice, which was defined as reaching for one of two objects within a concurrent operant format. Data were collected using three different observational systems: (a) partial-interval recording, (b) event recording, and (c) latency recording. All partial interval recording was collected via videotape and scored later using a 6-s recording system. …

This study compared the copy, cover, and compare method to a picture-word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement design was used to evaluate the effects of the two interventions. Outcomes suggested that sight words taught using the copy, cover, and compare method resulted in better maintenance of word recognition when compared to the picture-matching intervention. Benefits to students and the practicality of employing the word-level teaching methods are discussed.

This report examines possession and storage of firearms in low-income urban families with at least one child between 8 and 12 years of age. The data primarily consisted of responses to a survey administered to parents, but these data were supplemented by records obtained from discussion groups composed of children between 8 and 12 years of age. The data were collected from five low-income neighborhoods in a medium sized city in the Pacific Northwest as part of a larger study focusing on the presence of risk factors for substance abuse, violence, and gang activity. All five neighborhoods are known to be plagued by poverty, violence, substance abuse, and gang activity. To make our findings more understandable, we compared our findings from these neighborhoods to similar data from a middle-class neighborhood. Middle-class parents were twice as likely to have firearms in their homes, but were much less likely to keep them loaded and/or unlocked. High rates of victimization, fear of crime, self-protective behavior, and exposure to threats or attacks were associated with keeping firearms for protection and engaging in risky gun behavior in the home.

This article examines prompt training and reinforcement to decrease the amount of time between routine transitions within a self contained transitional kindergarten. A comparison between baseline results for two kindergarten classes for students with behavior disorders and that of prompting plus reinforcement produced an overall decrease in transition time across transitional settings. The use of physical prompting by consequences was found to be an easily implemented and effective set of strategies to reduce the amount of time between transitions in the preschool classroom. Weaknesses in the present research as well as suggestions for future research are provided.

A one-day antecedent analysis and an extended school-based double-blind medication trial were used to assess the effects of Ritalin on the disruptive behavior of a child diagnosed with ADHD. The evaluations took place in an outpatient clinic and in the child's general education classroom. The results of both evaluations indicated that the medication had a positive effect on reducing disruptive behaviors. The investigation suggests that the one-day antecedent analysis procedure could be used as an initial evaluation of the use of Ritalin. More importantly, the one-day trial provided results similar to the outcomes obtained during the school-based evaluation. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 235–240, 2004.

In the current investigation, a concurrent operant paradigm was used with 3 young children who displayed severe problem behaviors to identify behavioral function. The children were given a series of choice options varying the availability of parent attention, access to preferred toys, and level of demand. The results showed that all children displayed differential patterns of behavior that appeared to be influenced by the presence or absence of attention and demands, suggesting a behavioral function. The results extended previous applications of reinforcer assessment procedures by using choice to identify antecedent conditions that set the occasion for problem behavior.

In the current investigation, the effects of violent and nonviolent active play activities on the results obtained within a brief functional analysis format were evaluated. A treatment procedure for the child was also carried out. The results indicated that aberrant behavior was displayed when the child was denied access to active play activities within the tangible functional analysis condition. Thus, it appears that for this child that active play served as a primary form of tangible reinforcement.