The Efficacy of a Memory Strategy for Eliminating Reversal Behavior

Abstract

This single subject experiment was based on the concept that children often persist in making reversals in reading and writing because of directional confusion and failure to develop memory strategies and generalizations regarding symbol systems. The eight-year-old male subject was taught to use a memory strategy for determining correct symbol orientation. The experiment used a single subject multiple baseline design, and attention was directed to accurate recognition and production of letters and digits. Intervention for letter and digit reversals was separated to determine the effect of the strategy on each type of reversal behavior. Following the two phases of specific training, the frequency of letter and digit reversals decreased. The results demonstrated the utility of a mnemonic method for diminishing the number of reversals made by the subject. In addition, the results support the theory that reversals represent directional uncertainty and are amenable to direct intervention.