THE EFFECTS OF PROMPTING QUESTION‐ASKING UPON ON‐TASK BEHAVIOR AND READING COMPREHENSION1

Dennis R. Knapczyk

36 citations0/0 files storedJournal of Applied Behavior Analysis

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Behavioral and Psychological Studies Reading and Literacy Development Autism Spectrum Disorder Research

Abstract

This study investigated a teacher-implemented prompting procedure for training students to ask questions. Two special-class (EMR) students who asked no questions were selected as subjects. Baseline data were also collected on reading comprehension and on-task behavior, and these suggested decreasing levels of performance. The results indicated that prompting was effective for initiating question-asking. In addition, increased levels of reading comprehension and on-task behavior were observed.

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1963Experimental and Quasi-Experimental Designs for Research 1960Tactics of Scientific Research 1973SELF‐RECORDING AND STUDENT TEACHER SUPERVISION: VARIABLES WITHIN A TOKEN ECONOMY STRUCTURE1 1954The Teaching-Learning Process

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1979Teaching preschoolers to use appropriate dinnertime conversation: An analysis of generalization from school to home

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