Journal of applied behavior analysis
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Academic behaviors can be enhanced through the manipulation of either consequent or antecedent stimuli. In this study, we evaluated the effects of manipulating two antecedent stimulus events with respect to oral reading errors and self-corrections of four mentally retarded children. Using an alternating treatments design, the effects of previewing the target text and previewing an unrelated test were evaluated against no- previewing. ⋯ Oral reading errors decreased and self-corrections increased when the children previewed the target text with their teacher before reading it orally. No changes were observed as a result of implementing the other two procedures, previewing an unrelated text and no- previewing. The results, which were consistent across all four children, showed that reading proficiency can be increased by manipulating antecedent stimulus events prior to oral reading.
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We describe new methodology for the evaluation of the labor experience and preliminary findings using these methods. The effects of feedback from an Electronic Fetal Monitor on report of contraction onset were evaluated during the labors of eight primiparous women, four of whom had attended childbirth preparation classes. Using a within-subject reversal design, data were gathered across four phases for each woman: no feedback (monitor turned away from mother and coach), feedback, no feedback, and feedback again. ⋯ Seven of the eight women chose to continue monitoring when offered the chance to discontinue it. These results suggest that the technological advance of fetal monitoring can be used in cooperation with prepared childbirth techniques to facilitate earlier recognition of contraction onset, allowing increased preparation for contractions. Further experimental evaluations during labor are suggested.