Abstract
This study investigated the efficacy of sound-field amplification (SFA) for improving the speed with which students with emotional and behavioral disorders (EBD) follow teacher directions. We used a multiple baseline design across six students in general education classrooms. Latency data were collected under nonamplified and amplified conditions for two types of directions: (a) task demand and (b) high interest. Results indicated that SFA substantially increased the speed with which students complied with task demand directions but had minimal effect on compliance with high interest directions. Implications for practice and directions for future research are discussed.
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