This study examined the effects of adjusting the difficulty level of instructional materials on the time on-task and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their instructional, frustration, and independent levels to assess the effect on time on-task and comprehension. All four students demonstrated the highest percent of on-task behavior when presented with reading materials at their instructional level. Comprehension scores were highest for all four students at the independent level and lowest at the frustration level.

本研究调查了调整教学材料难度水平对四名患有情绪和行为障碍的学生的任务完成时间和理解能力的影响。所有参与者之前在阅读作业期间都表现出较低的任务行为率。向学生展示了他们的教学、挫折和独立水平的阅读材料，以评估对完成任务和理解的时间的影响。当阅读材料达到教学水平时，所有四名学生都表现出最高的任务行为百分比。所有四名学生的理解分数在独立水平最高，在挫折水平最低。