The effects of tape-recorded self-instruction cues on the mathematics performance of students with learning disabilities (LD) were investigated. Nine students were assigned to one of three conditions: an experimental condition, in which students attended two training sessions in self-instruction (SIT); an observer condition, wherein students observed SIT but did not participate; and a control condition, wherein students received neither training nor the opportunity to observe. Using a multiple probe design, data (problems attempted, problems completed correctly, and time for task performance) were collected across two baseline phases, two brief instructional periods, and two generalization phases. Without access to taped cues, experimental and observer students did not successfully utilize the SIT after the first self-instructional training. However, when experimental students were trained to use taped cues, they demonstrated the ability to accurately solve their problems. More important, they were able to successfully use SIT procedures when the taped cues were faded.
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