- Student 1: -2.5 for appropriate classroom behavior and -1.95 for correct academic responding 
- Student 2: -3.3 for appropriate classroom behavior and -2.44 for correct academic responding
- These effect sizes are large (considering that a large effect size has a magnitude of about -0.8)


University of Michigan - Ann Arbor

- Student 1-when there were priming sessions, there were increases in academic responding and a decrease in problem behavior 
- Student 1-in classes where there was no priming, there was appropriate behavior 35% of the time but in classes with priming, there was appropriate behavior about 83% of the time 
- Student 1-classes where there was no priming, there was correct academic responding 30% of the time but when there was priming, there was correct academic responding 70% of the time 
- Student 2-the amount of appropriate behavior in non priming situation was 49% but in priming classes, there was 95% appropriate behavior 
- Student 2-in non priming classes, correct academic responding was about 67% but when there was priming, it occurred 98% of the time 


Priming and ASD study results 

Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech, and Hearing Services in Schools.

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