Evaluation of Multiple-Alternative Prompts during Tact Training

Autor/inn/en	Leaf, Justin B.; Townley-Cochran, Donna; Mitchell, Erin; Milne, Christine; Alcalay, Aditt; Leaf, Jeremy; Leaf, Ron; Taubman, Mitch; McEachin, John; Oppenheim-Leaf, Misty L.
Titel	Evaluation of Multiple-Alternative Prompts during Tact Training
Quelle	In: Journal of Applied Behavior Analysis, 49 (2016) 2, S.399-404 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.289
Schlagwörter	Prompting; Cues; Program Evaluation; Pervasive Developmental Disorders; Autism; Difficulty Level; Intervention; Control Groups; Experimental Groups; Error Patterns; Time Factors (Learning); Teaching Methods; Intermode Differences; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Benutzerführung; Stichwort; Programme evaluation; Programmevaluation; Autismus; Schwierigkeitsgrad; Fehlertyp; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	This study compared 2 methods of fading prompts while teaching tacts to 3 individuals who had been diagnosed with autism spectrum disorder (ASD). The 1st method involved use of an echoic prompt and prompt fading. The 2nd method involved providing multiple-alternative answers and fading by increasing the difficulty of the discrimination. An adapted alternating-treatments design showed that both procedures were more effective than a no-intervention control condition. Providing multiple alternatives did not increase error rates or teaching time, and better maintenance was shown for tacts taught with the multiple-alternative prompt. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01