Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure-strategic incremental rehearsal (SIR)-to determine whether the effects of IR might be improved by incorporating variables likely to increase word acquisition. These included increased opportunities to respond to unknown stimuli, using learner responding as a basis for changing instructional items, and systematic prompting methods. An A-B-A-B design was used to compare the effects of IR and SIR for increasing sight-word reading with 4 elementary school students. Results indicated that students read more words correctly with SIR than with IR. In addition, similar patterns of responding were seen at a 2-week follow-up.

No abstract

No abstract

Children with autism spectrum disorder are at increased risk for noncompliance with parent instructions and subsequent disruptive behaviors. Effective instruction delivery is an antecedent‐based strategy designed to prevent noncompliance with parent instructions and given its components, may be especially useful for promoting compliance in children with autism. However, long wait times for behavioral parent training could lead to increased severity of behavioral difficulties prior to receiving services. The purpose of this study was to examine the effectiveness of group‐based behavioral skills training for increasing effective instruction delivery with their children diagnosed with autism spectrum disorder. Results indicated improved use of effective instruction delivery with concomitant improvements in children's response to parent instructions. Results, implications, and future directions are discussed.

No abstract