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Abstract
Incremental rehearsal (IR) is a flashcard intervention that involves interspersal of previously mastered targets and immediate error correction. Previous research indicates that IR is an effective intervention for teaching discrete skills. Much of existing research, however, was conducted with typically developing students. The current study aimed to extend the literature by implementing IR with students diagnosed with developmental disabilities and receiving instruction with a self-contained special-education setting. A multiple probe design across sets of stimuli was used to evaluate the effectiveness of IR on sight word and letter acquisition among three early elementary students with autism and speech-language impairment. Results indicated that IR was effective for all participants. Future research should compare IR to other flashcard interventions regularly employed with this student population.