Citation

Murph D, McCormick S. Educ. Treat. Child. 1985; 8(2): 133-151.

Copyright

(Copyright © 1985, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

A multiple baseline was used to evaluate the effectiveness of an instructional program designed to teach five minimally literate, male juvenile delinquents a functional literacy skill. A 12-step procedure was used in teaching participants how to read and interpret prototypes of road signs displaying words, and a 5-step procedure for interpreting a sign without words. All student's correct responses in reading and interpreting signs increased as a function of the program and were maintained during subsequent post-checks. Students also increased their performances over baseline levels on a generalization measure which required them to respond to pictures of road signs printed in a driver's license manual. Advantages of the program are that the procedures are direct, sequential, comprehensive, individualized, and directly related to the everyday needs and interests of the students.

Language: en