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Multiple-baseline-across-word-sets designs were used to determine whether a computer-based intervention would enhance accurate word signing with four participants. Each participant was a hearing college student with reading disorders. Learning trials included 3 s to observe printed words on the screen and a video model performing the sign twice (i.e., simultaneous prompting), 3 s to make the sign, 3 s to observe the same clip, and 3 s to make the sign again. For each participant and word set, no words were accurately signed during baseline. After the intervention, all four participants increased their accurate word signing across all three word sets, providing 12 demonstrations of experimental control. For each participant, accurate word signing was maintained. Application of efficient, technology-based, simultaneous prompting interventions for enhancing American Sign Language learning and future research designed to investigate causal mechanisms and optimize intervention effects are discussed., (© 2024 Society for the Experimental Analysis of Behavior (SEAB).)

This exploratory study aimed to determine the effects of explicit instruction about morphological structure on the spelling of derived words. A cross-sectional ability level-design was employed in order to determine differences in response to instruction between dyslexic students aged 13 + years and age-matched and spelling level matched control groups. The study was based on the word-pair paradigm (a base and derived word) and combined oral instruction with written materials. The intervention had a substantial impact in enhancing the spelling of derivations by the dyslexic adolescents. Their gains were appropriate for their spelling level, stable two months after the intervention, and generalized to untrained but analogous items in terms of structure and suffixation. Non-dyslexic younger participants matched in terms of spelling level also showed training and generalisation effects of the same size as their dyslexic counterparts, while the age-matched controls did not improve so much because of ceiling effects. It is proposed that morphological awareness constitutes a positive asset for dyslexic adolescents that can be used efficiently to counterbalance their severe phonological deficiencies.

There is a common fear that the use of a token economy in one classroom might harm pupil performance in situations where the contingencies are not in effect. This study investigated potential contrast effects on measures of children's productivity and attitudes toward teachers. Six children with reading deficits participated. A multiple baseline design was used to assess the effects of a token economy which was systematically introduced across three teachers. Dependent measures included two rating forms of teacher popularity and work rate on a programmed reading series. The results indicated that the token system was effective in increasing the children's productivity and that no consistent behavioral contrast effects occurred. Furthermore, children's attitudes toward teachers did not appear to be influenced by the token economy until only one teacher was not delivering tokens. At this point, her popularity declined until she also delivered tokens. The token economy manipulation appeared to have a specific, desirable effect on the targeted behavior (i.e., work rate) and had minimal negative or positive "side effects" on teacher popularity.

Six third-grade students identified as deficient in reading skills tested the efficacy of word game bingo for acquisition and retention of sight word reading. The design was a modified multiple baseline in which treatment was implemented over 3 of 4 word sets and terminated on earlier sets when commencing treatment on later sets. Four sets of bingo cards were constructed on 7 X 9 cm paper divided into 25 equal-sized boxes. Sight words of each set were randomly placed into 24 of these boxes (the center box was marked "free"). Bingo winners were given tokens which were traded weekly for reinforcing activities. Noticeable improvements occurred for the word sets receiving the game treatment (sets A to C). Mean percentage points of improvement from baseline to treatment were approximately 30%. Terminal levels of correct responding exceeded 90%. Several variations of the game were suggested for future research and word game bingo was advocated as an effective behavioral technique or teachers to train sight word reading.

An operant-based corrective reading program was established to study effectiveness of peer tutoring in the school, for reading deficient children. Sixty-nine second to fourth grade students were matched on measures of initial reading ability and level of reading retardation, and randomly assigned to three groups: Peer Tutoring Only, Peer Tutoring with Home Based Reinforcement, and Control. SRA materials were used in training for the experimental groups, supplemented with additional reading materials. The program continued for 15 weeks, in seven public schools. Changes in oral reading accuracy and comprehansion were assessed. Both reading and comprehension were significantly increased by peer tutoring, relative to the control group. The addition of home-based reinforcement doubled this increase. The measured gain in oral reading, based upon standardized testing, was 0.19 years for the controls and 1.27 years for peer tutoring with home-based reinforcement. Internal measures of gain showed similar results, and comprehension gains were also comparable. A high rate of compliance with the tutoring program was maintained by the tutors. High ratings of satisfaction were obtained for the program, from all groups of participants. The feasibility of the program for application in the school system is discussed.

Using a BAB design, a token system requiring cooperative interaction was used to change the reading and vocabulary performance of an 18-member class of third-grade hyperactive boys. Four different colored tokens, which could be exchanged for 15 minutes of play on electrovideo games, were earned by successful completion of two tasks that involved learning to read and to use new vocabulary words in sentences, and two tasks in which the student served as a proctor to a student who had not yet completed those tasks. The mean number of tasks completed during the intervention periods rose to over nine times the number completed during reversal. Additionally, the average completion rate for the school district's standardized weekly reading level examinations rose from four to eight fold during the token conditions. All 18 students responded to the token program by increasing their academic performance.