Experimental analysis of academic performance in a classroom setting

Jennifer J. McComas, David R. Wacker, Linda J. Cooper

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


We evaluated the effects of specific stimulus prompts on accuracy of academic performance with adolescents who displayed academic problems in a public special education classroom. We conducted analyses of instructional strategies within a multielement design with two students who had mild disabilities. Differential effects of the strategies on reading comprehension were not apparent on demand (independent-level) tasks but were apparent on high-demand (instructional-level) tasks. These results suggested that the application of experimental analysis methodologies to instructional variables may facilitate the identification of stimulus prompts associated with accurate academic performance.

Original languageEnglish (US)
Pages (from-to)191-201
Number of pages11
JournalJournal of Behavioral Education
Issue number2
StatePublished - Jan 1 1996


  • Instructional strategies
  • Learning disorders
  • Stimulus prompts
  • Structural analysis


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