کد مقاله کد نشریه سال انتشار مقاله انگلیسی نسخه تمام متن
370620 621879 2012 8 صفحه PDF دانلود رایگان
عنوان انگلیسی مقاله ISI
A comparison of two prompting procedures for teaching basic skills to children with autism
کلمات کلیدی
موضوعات مرتبط
علوم زیستی و بیوفناوری علم عصب شناسی علوم اعصاب رفتاری
پیش نمایش صفحه اول مقاله
A comparison of two prompting procedures for teaching basic skills to children with autism
چکیده انگلیسی

We compared two prompting techniques that are commonly used to teach individuals with autism. In the “most-to-least” (MTL) prompting condition, the therapist initially delivered the most intrusive prompt necessary to achieve a correct response. Prompts were gradually faded across subsequent trials, while errors resulted in the provision of increasingly more intrusive prompts. Prompt fading occurred in the same manner for the “no-no-prompt” (NNP) condition; however, the therapist presented the initial instruction up to two times before delivering a prompt. Four children with autism participated. Rate of skill mastery, frequency of errors, and maintenance of skills under the two prompting conditions were compared via combined multielement and multiple baseline designs. Although the NNP method resulted in faster skill acquisition, MTL prompting was associated with fewer errors for all participants and better performance during 1- and 2-week maintenance probes for 3 of the 4 participants.


► We compared two prompting techniques (“most-to-least” and “no-no-prompt”) that are commonly used to teach individuals with autism.
► Four children with autism participated.
► Rate of skill mastery, frequency of errors, and maintenance of skills under the two prompting conditions were compared via combined multielement and multiple baseline designs.
► The NNP method resulted in faster skill acquisition.
► MTL prompting was associated with fewer errors and better performance during 1- and 2-week maintenance probes.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Research in Autism Spectrum Disorders - Volume 6, Issue 3, July–September 2012, Pages 1083–1090
نویسندگان
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