The differences between first experiencing school frustration and finally receiving relief often represent a considerable lapse in time for many primary-age children. To help combat frustration, this study investigated the effects of three stages of instructional manipulation on first- and second-grade students who were functioning at a frustration level. On-task, task-completion, and task-comprehension behaviors were recorded across baseline, independent, instructional, and frustrational conditions. The results showed predictable patterns of performance related to the three levels of instructional difficulty. Educational implications regarding the procedures and results are provided.
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