Abstract
An adapted alternating treatments design was used to compare the effects of two interventions on sight-word mastery rates in three elementary students with behavioral disorders and learning deficits. During both interventions, students were shown words and given 3 seconds to respond. Errors were corrected and accurate responses were reinforced. The only difference between the two interventions was the intertriai intervals (ITIs). Under the immediate ITI intervention, new words were presented immediately after the previous trial ended. Under the 5-second ITI intervention, after each learning trial ended the therapist waited 5 seconds before beginning the next trial. The results show that the interventions were equally effective in increasing sight-word reading accuracy. These results are discussed in terms of theories of pacing and learning rates.
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