Effectiveness of Information Processing Strategy Training on Academic Task Performance in Children with Learning Disabilities: A Pilot Study

Table 2

The example of using the combination of the PRPP System of Intervention and the 4QM approach for academic activity (reading comprehension and written expression).

Target descriptors/subquadrants/quadrants of PRPP System	Strategies of PRPP System of Intervention	Prompting of PRPP System of Intervention (verbal)	Prompting of 4QM
Modulates/Attending/Perceive	Stop/attend	“Focus on the first word, now shift your eyes to the second word”	(i) Physical patterning, Q1; (ii) Feedback, Q2; (iii) Visual cue, Q3; (iv) Self-monitoring, Q4
Maintains/Attending/Perceive		“Keep concentrating until you have finished the sentence”	(i) Nonverbal prompts, Q2; (iii) Kinesthetic self- prompting, Q3; (iii) Self- monitoring, Q4
Searches/Discriminating/Perceive; Locates/Discriminating/Perceive	Sense	“Get your eyes ready to look for your page”	(i) Visual cues, Q3; (ii) Self-instruction, Q4
Recalls Steps/Recalling; Procedures/Recall; Analyses/Evaluating/Plan; Judges/Evaluating/Plan	Think	“Remember what you did yesterday”; “Ask your self does this look right? Which the word is more proper to be filled in the blank?”	(i) Mnemonics, Q3; (ii) Self-instruction, Q4; (ii) Explicit instruction/explanation, Q1; (iv) Verbal self-instruction, Q3; (v) Self-questioning & self- monitoring, Q4
Flows/Continuing/Perform; Continues/Continuing/Perform	Do	“Keep going until you reach the last sentence”	(i) Nonverbal prompt, Q2; (ii) Visual cue, Q3; (iii) Self-monitoring, Q4