THE EFFECTS OF PROMPTING QUESTION‐ASKING UPON ON‐TASK BEHAVIOR AND READING COMPREHENSION1
- 1 March 1974
- journal article
- research article
- Published by Wiley in Journal of Applied Behavior Analysis
- Vol. 7 (1) , 115-121
- https://doi.org/10.1901/jaba.1974.7-115
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.Keywords
This publication has 2 references indexed in Scilit:
- SELF‐RECORDING AND STUDENT TEACHER SUPERVISION: VARIABLES WITHIN A TOKEN ECONOMY STRUCTURE1Journal of Applied Behavior Analysis, 1973
- Effects of goal-setting and modeling on job performance of retarded adolescents.1967