COMPARISON OF SIMULTANEOUS PROMPTING AND NO-NO PROMPTING IN TWO-CHOICE DISCRIMINATION LEARNING WITH CHILDREN WITH AUTISM

被引：48

作者：

Leaf, Justin B. ^{[1
]}

Sheldon, Jan B. ^{[1
]}

Sherman, James A. ^{[1
]}

机构：

[1] Univ Kansas, Dept Appl Behav Sci, Lawrence, KS 66045 USA

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2010年 / 43卷 / 02期

关键词：

autism; discrete-trial teaching; no-no prompting; simultaneous prompting; ERROR-CORRECTION; DEVELOPMENTAL-DISABILITIES; INDIVIDUALS; ACQUISITION; INSTRUCTION; PREFERENCE; STUDENTS; SKILLS; TASKS;

D O I：

10.1901/jaba.2010.43-215

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study compared no-no prompting procedures to simultaneous prompting procedures for 3 children with autism. Using a parallel treatments design, researchers taught rote math skills, receptive labels, or answers to "wh-" questions with both prompting systems. Results indicated that no-no prompting was effective in teaching all skills. By contrast, simultaneous prompting was effective in teaching only one pair of skills to 1 participant in the same amount of teaching time and trials. Researchers conducted a preference assessment to determine which of the two prompting procedures the 3 participants preferred. The participants showed mixed preferences for the two procedures.

引用

页码：215 / 228

页数：14

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