A comparison of most to least prompting, no-no prompting and responsive prompt delay procedures

被引：3

作者：

Foran-Conn, Denise ^{[1
]}

Hoerger, Marguerite ^{[1
]}

Kelly, Eimear ^{[1
]}

R. Cross, Richard ^{[1
]}

Jones, Serena ^{[1
]}

Walley, Hannah ^{[1
]}

Firth, Lauren ^{[1
]}

机构：

[1] Bangor Univ, Sch Educ, Bangor LL57 2AS, Gwynedd, Wales

来源：

BEHAVIORAL INTERVENTIONS | 2021年 / 36卷 / 04期

关键词：

discrete trial training; error correction; errorless learning; most-to-least prompting; no-no prompting; ERROR-CORRECTION PROCEDURES; APPLIED BEHAVIOR ANALYSIS; TREATMENT-INTEGRITY; CHILDREN; ACQUISITION; SKILLS;

D O I：

10.1002/bin.1808

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Discrete trial training is a commonly used to teach children with autism spectrum disorder and related intellectual disabilities. A number of prompting and error correction strategies can be implemented when using discrete trial training. These strategies need to be effective and efficient. We compared a novel procedure, responsive prompt delay, to most to least prompting and no-no prompting. A parallel treatments design, nestled in a modified multiple probe design (Horner & Baer, 1978), was used to compare the three procedures with three participants. The responsive prompt delay procedure was at least as effective as the most to least prompting and no-no prompting procedures for three participants; the time required for each participant to master the skills was variable across procedures.

引用

页码：1024 / 1041

页数：18

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