An Instructional Package to Enhance Spelling Performance in Emotionally Disturbed Children

Abstract

Three boys ranging in age from 9 to 13, hospitalized in an 18 bed short-term psychiatric facility. were treated for spelling deficits. Treatment was evaluated in a multiple-baseline dmign across sets of words on which the children were deficient. The method of training involved a self-instructional procedm that incorporated a self-help manual to minimize teacher time in conducting training. Treatment affects were rapid and were maintained for two of the children who were followed up at two and tbree weeks, respectively.