Achieving learning outcomes of acquisition, fluency, and application for adolescents with difficulty constructing simple sentences

The present study used a multiple-baseline, single-case experimental design to investigate effects of three sequential experimental conditions on frequency of correct word sequences (CWS) and construction of simple sentences per 1-minute. Sentence Instruction, Frequency Building to a Performance Criteria (FBPC), and Paragraph Instruction comprised the three experimental conditions. Both Instruction conditions ended upon achieving an accuracy criterion of 90%. The FBPC phase lasted at least 5 sessions and ended when participants achieved a fluency criteria of at least 30 CWS with 0 to 3 incorrect word sequences per 1-minute. Participants completed a descriptive paragraph at the end of each experimental condition to measure application of effects to more complicated, compound tasks. Participants included four adolescents with difficulty constructing simple sentences, three females and one male enrolled in grades 8--10. All participants improved on frequency of sentences per 1-minute. Three of four participants improved CWS per 1-minute. Following instruction and FBPC phases, all participants maintained performance across time and applied higher amounts of CWS and complete simple sentences to descriptive paragraphs. Results extend prior behavioral fluency literature, suggesting acquired, fluent behavior applies to more complicated, compound tasks.