A Comparison of Task Analysis Training Procedures

Autor/inn/en	Blair, Bryan J.; Weiss, Julie S.; Ahearn, William H.
Titel	A Comparison of Task Analysis Training Procedures
Quelle	In: Education and Treatment of Children, 41 (2018) 3, S.357-370 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Task Analysis; Comparative Analysis; Prompting; Training Methods; Educational Strategies; Instructional Effectiveness; Residential Schools; Autism; Pervasive Developmental Disorders; Developmental Disabilities; Error Patterns; Incidence; Elementary School Students; Experimental Groups; Control Groups; Pretests Posttests + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Benutzerführung; Didaktik; Trainingsmaßnahme; Lehrstrategie; Unterrichtserfolg; Heimschule; Autismus; Entwicklungsstörung; Fehlertyp; Vorkommen
Abstract	Few published studies have systematically compared the efficacy of different prompt-fading methods in the training of complex response chains. The current study systematically compared a most-to-least physical prompt fading hierarchy with a most-to-least vocal prompt fading strategy in the training of four arbitrary Tinkertoy® construction tasks across two participants. The results of the current study suggest that both prompt strategies are effective. For one participant, there was no difference in training effectiveness, however for the other participant, vocal prompting was a more effective training technique. (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01