Remediating Academic Deficiencies in Learning Disabled Children

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Abstract
The effects of behavioral remediation procedures were assessed with children showing academic difficulties associated with the learning disabled. In Experiment 1, the child showed reversals, omissions, and substitutions under letter naming and letter dictation exercises. A child's written 2 digit number reversals were selected for remediation in Experiment 2. During Experiment 3, a small group of remedial reading students displayed written letter reversals. The results showed (a) that flash card modeling and social reinforcement procedures eliminated all children's errors, (b) that (in Experiment 2) tutorial treatment effects generalized to classroom addition exercises, and (c) that treatment results were maintained in post-experiment observations. These findings appear to offer school personnel effective and economical remediation procedures for the learning disabled.

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