Abstract
Many prompting procedures exist for teaching skills to individuals with Autism Spectrum Disorder and Intellectual Disability; however, direct comparisons between variations of prompt delay are rarely made. Here we compared three variations of prompt delay (2-s or 5-s constant delay and 5-s progressive delay) alongside trial and error instruction. Four learners were taught a conditional discrimination task using a match-to-sample arrangement. Performances were compared using effectiveness and efficiency measures in an adapted alternating treatments design. A procedural modification, in the form of differential reinforcement, was applied to the prompt delay procedure for two of the four participants. Despite this procedural modification, results suggest progressive prompt delay may be effective and most efficient in reducing learner errors during instruction.
Original language | English |
---|---|
Pages (from-to) | 370–380 |
Number of pages | 11 |
Journal | Behavior Analysis In Practice |
Volume | 11 |
Issue number | 4 |
Early online date | 23 May 2018 |
DOIs | |
Publication status | Published (in print/issue) - 31 Dec 2018 |
Keywords
- ASD
- Prompts
- Delayed prompts
- Trial and error
Fingerprint
Dive into the research topics of '"A Comparison of Prompt Delays with Trial and Error Instruction in Conditional Discrimination Training"'. Together they form a unique fingerprint.Profiles
-
Claire McDowell
- School of Psychology - Lecturer in Applied Behaviour Analysis
- Faculty Of Life & Health Sciences - Lecturer
Person: Academic