“…Each practice is shown with a representative reference; multiple references for practice are not listed because of space constraints. The interventions are listed in alphabetical order as labeled by the author in each study: antecedent pausing (Hawkins, 1988), constant time delay (Wolery, Cybriwsky, Gast, & Boyle-Gast, 1991), contingent reinforcement (McEvoy & Brady, 1988), cover, copy, and compare (Skinner, Beatty, Turco, & Rasavage, 1989), error correction strategy (Grskovic & Belfiore, 1996), increased opportunities to respond (Sutherland, Alder, & Gunter, 2003), peer tutoring (Franca, Kerr, Reitz, & Lambert, 1990), personalized system of instruction (McLaughlin, 1991), phonological awareness training (Lane, O'Shaughnessy, Lambros, Gresham, & BeebeFrankenberger, 2001), positive practice plus positive reinforcement (Ollendick, Matson, Esveldt-Dawson, & Shapiro, 1980), previewing procedure (Rose, 1984), selfmonitoring (Carr & Punzo, 1993), sequential prompt technique (Schloss, Harriman, & Pfeifer, 1985), story mapping (Babyak, Koorland, & Mathes, 2000), strategy instruction: history strategy instruction, musical strategy instruction, mnemonic strategy instruction (Cade & Gunter, 2002), taped word intervention (Shapiro & McCurdy, 1989), threeterm contingency trials (Albers & Greer, 1991), trend and error analysis (Stowitschek, Lewis, Shores, & Ezzell, 1980), and written feedback (McLaughlin, 1992).…”