C. Mcdowell et M. Keenan, Developing fluency and endurance in a child diagnosed with attention deficit hyperactivity disorder, J APPL BE A, 34(3), 2001, pp. 345-348
We examined the effect of a teaching method on skill fluency and on-task en
durance of a 9-year-old boy who had been diagnosed with attention deficit h
yperactivity disorder. An academic task that occurred at low fluency during
10-min baseline sessions was taught to fluency. When responding was not ye
t fluent, brief reversals to baseline showed that the learner's rate of res
ponding decreased and that he did not spend entire sessions on task. Howeve
r, once a fluency goal had been reached, responding remained fluent and he
remained on task in the third reversal condition.