Abstract
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) |
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Pages (from-to) | 223-228 |
Number of pages | 6 |
Journal | Journal of applied behavior analysis |
Volume | 45 |
Issue number | 1 |
DOIs | |
State | Published - 2012 |
All Science Journal Classification (ASJC) codes
- Philosophy
- Sociology and Political Science
- Applied Psychology