This study analyzed the effects of a training package containing response constraint, self-evaluation, reinforcement, and a fading procedure on written letter components and whole letter writing in four elementary school participants. The effect on accuracy of written components was evaluated using a multiple-baseline-across components and a continuous probe design of components, as well as pre-test, baseline, and post-test measures. The results of this study show that response constraint and self-evaluation quickly improved students' performance in writing components. Fading of the intervention was achieved quickly and performance maintained. Results also show that improvement in component writing improved whole letter and full name writing and letter reversals in the presence of a model were corrected.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc5472 |
| Date | 12 1900 |
| Creators | Cline, Tammy Lynn |
| Contributors | Rosales-Ruiz, Jesus, Glenn, Sigrid S., 1939-, Smith, Richard |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Cline, Tammy Lynn, Copyright is held by the author, unless otherwise noted. All rights reserved. |
Page generated in 0.0128 seconds