Exposure to a Specific Prompt Topography Predicts Its Relative Efficiency When Teaching Intraverbal Behavior to Children with Autism Spectrum Disorder

Autor/inn/en	Roncati, Ana Luiza; Souza, Ariene Coelho; Miguel, Caio F.
Titel	Exposure to a Specific Prompt Topography Predicts Its Relative Efficiency When Teaching Intraverbal Behavior to Children with Autism Spectrum Disorder
Quelle	In: Journal of Applied Behavior Analysis, 52 (2019) 3, S.739-745 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
DOI	10.1002/jaba.568
Schlagwörter	Autism; Pervasive Developmental Disorders; Verbal Communication; Students with Disabilities; Prompting; Preschool Children; Program Effectiveness; Visual Stimuli; Auditory Stimuli + Suchen Sie Ihr Suchwort? Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Benutzerführung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Auditive Stimulation
Abstract	Comparisons of the relative efficiency of different prompt topographies (visual or auditory), when teaching intraverbal behavior to children with disabilities, have yielded idiosyncratic results. Recent research has shown that previous exposure to a specific prompt type may affect its efficiency when teaching intraverbal behavior to preschool children. The current study was an attempt to replicate these results with 3 children diagnosed with autism spectrum disorder. For all participants, increased exposure to one prompt topography was sufficient to make it relatively more efficient as measured by number of trials to criterion. These results suggest that previous history with a prompt type may predict its efficiency. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01