This article addresses the question of costs associated with the remediation of learning disabilities. It is argued that whenever such practical considerations as teacher- or student-time prevail, the question of whether or not the training procedure is economical should be addressed. To accomplish such a cost analysis, the design must specify a meaningful scale along which costs may be gauged. The argument is illustrated with an experiment that utilized a fading technique to teach preschool children to correctly label p's and q's.
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