Comparing No-No Prompt to Flexible Prompt Fading to Teach Expressive Labels to Individuals Diagnosed with Autism Spectrum Disorder

Autor/inn/en	Leaf, Justin B.; Cihon, Joseph H.; Ferguson, Julia L.; Leaf, Ronald; McEachin, John
Titel	Comparing No-No Prompt to Flexible Prompt Fading to Teach Expressive Labels to Individuals Diagnosed with Autism Spectrum Disorder
Quelle	In: Education and Training in Autism and Developmental Disabilities, 54 (2019) 3, S.274-287 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Clinical Diagnosis; Autism; Pervasive Developmental Disorders; Children; Instructional Effectiveness; Athletes; Prompting; Cues; Adjustment (to Environment); Behavior Rating Scales; Cognitive Development; Intelligence Tests; Young Children; Verbal Ability; Vocabulary; Pictorial Stimuli; California; Vineland Adaptive Behavior Scales; Wechsler Preschool and Primary Scale of Intelligence; Expressive One Word Picture Vocabulary Test; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Autismus; Child; Kind; Kinder; Unterrichtserfolg; Athlet; Benutzerführung; Stichwort; Kognitive Entwicklung; Intelligence test; Intelligenztest; Frühe Kindheit; Mündliche Leistung; Wortschatz; Fantasieanregung; Kalifornien
Abstract	This study compared no-no prompt to flexible prompt fading to teach four children diagnosed with autism spectrum disorder expressive labels. Using an adapted alternating treatment design, we evaluated the effectiveness of both systems to teach each participant to expressively label 10 pictures of athletes. The researchers evaluated the effectiveness, preference, and responding during teaching trials and probe trials for each participant across the two teaching conditions. Results indicated that both prompting procedures were effective, that no-no prompt was more preferred than flexible prompt fading for the majority of participants, and that flexible prompt fading resulted in a higher percentage of correct responding during teaching trials. The results are discussed as it applies to clinical implications and areas for future research. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01