Failure to initiate and remain engaged in academic tasks can have long-lasting effects for students. In this study, we investigated the effects of high-preference sequences on both digits correct per minute and latency to initiate nonpreferred mathematics problems for 3 students with emotional and behavioral disorders. We found that high-preference sequences had negligible positive effects on rate of problem completion but had larger effects on problem initiation. This study replicates and extends prior work on the effects of high-preference sequences on mathematics problem initiation and completion.
|Original language||English (US)|
|Number of pages||6|
|Journal||Journal of applied behavior analysis|
|State||Published - 2012|
All Science Journal Classification (ASJC) codes
- Sociology and Political Science
- Applied Psychology