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Keywords:

  • academic behavior;
  • remediation procedures;
  • learning disabilities;
  • children

Two studies which examine the effectiveness of spelling remediation procedures are reported. In both studies, an alternating treatment design was employed. In the first study, positive practice overcorrection plus positive reinforcement was compared to positive practice alone and a no-remediation control condition. In the second study, positive practice plus positive reinforcement was compared to a traditional corrective procedure plus positive reinforcement and a traditional procedure when used alone. Results of both studies indicated that the combined positive practice plus positive reinforcement procedure was more efficient and that it was preferred by the children. Following brief training under this combined procedure, all children demonstrated 100% spelling accuracy.