Teaching Information on Medical Prescriptions Using Two Instructive Feedback Schedules

Abstract

This study addressed the effectiveness of teaching 3 middle school students with moderate mental retardation and related disabilities to read textual stimuli (i.e., critical information) on medical prescription containers. Also, the acquisition of instructive feedback stimuli, provided in the consequent statements, was assessed using a continuous (i.e., provided on every trial), and an intermittent (i.e., provided on every third trial) presentation schedule. A multiple probe design across behaviors and replicated across students was used to demonstrate experimental control. Results indicate that all students acquired and generalized responses to the targeted stimuli; they also acquired most of the instructive feedback stimuli, regardless of the schedule employed.