The use of prompting strategies to teach skills to children diagnosed with autism
Document Type
Conference Presentation
Department
Psychology
Conference Title
Association for Behavior Analysis
Location
San Diego, CA
Conference Dates
May 25-29, 2007
Date of Presentation
5-25-2007
Abstract
Recent research has shown that both the simultaneous prompting and the constant prompt delay procedures can be used to teach skills to children with autism. The simultaneous prompting procedure involves the teacher providing an immediate prompt on all teaching trials, whereas the constant prompt procedure requires the teacher to give the child an instruction, followed by a prompt to help the child respond correctly, and then the prompt is faded across trials until the child responds independently. Data presented last year showed children with autism learned skills in less trials with the constant prompt delay, but made less errors with the simultaneous prompt procedure. The purpose of the current research is to investigate whether a procedure that combines features from both the simultaneous prompt and constant delay can be used to teach new skills, and whether the new procedure will result in learning in fewer trials and with fewer errors than either the simultaneous prompt or constant prompt delay procedures.
Recommended Citation
Weinkauf, S. M.,
Ackerlund, J. A.,
Stocco, C. S.,
Bechtold, J. L.,
Anderson, C.,
Vanselow, N. R.,
Haessly, C.,
&
Klatt, K. P.
(2007).
The use of prompting strategies to teach skills to children diagnosed with autism.
Paper presented at Association for Behavior Analysis in San Diego, CA.
https://scholarlycommons.pacific.edu/cop-facpres/1034
