Abstract
Three fourth-grade repeaters, with retarded classroom academic behaviors, participated in a study designed to increase the number of correct trials of matching verbal name labels with the corresponding pictures of music rest, rhythm and dynamic symbols, presented visually. The design used combined elements of the reversal and multiple baseline designs. The results indicated that successive approximation techniques, coinbined with a standard feedback device and verbal approval as reinforcers, may be effective in increasing verbal multiple music discrimination learning. Additionally, the learning of music terminology may be a source of improving student verbal behavior repertoires.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
