A Comparison of Variations of Prompt Delay during Instruction on an Expressive Labeling Task

Autor/inn/en	O'Neill, Sean J.; McDowell, Claire; Leslie, Julian C.
Titel	A Comparison of Variations of Prompt Delay during Instruction on an Expressive Labeling Task
Quelle	In: Journal of Behavioral Education, 31 (2022) 2, S.404-422 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leslie, Julian C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09407-0
Schlagwörter	Learning Processes; Prompting; Intervals; Autism; Pervasive Developmental Disorders; Intellectual Disability; Mastery Learning; Task Analysis; Error Patterns + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Benutzerführung; Autismus; Intellect; Disability; Disabilities; Verstand; Behinderung; Aufgabenanalyse; Fehlertyp
Abstract	Variations in prompt delay procedures are used in discrete-trial training to reduce the occurrence of errors before task mastery. However, the variations are seldom compared systematically. Using an adapted alternating treatments design, the present study compared progressive prompt delay with 2-s or 5-s constant prompt delay, on the acquisition of an expressive labeling task in four participants with autism spectrum disorder and intellectual disability. While all three prompt delay methods led to mastery of the tasks, albeit only when the tasks were simplified for one participant, progressive prompt delay generally proved the most efficient method on several measures, including lower error rates. This is consistent with the nature of the progressive prompt delay procedure which allows less time for errors to occur early in training. It is provisionally concluded that selection of progressive prompt delay is supported as a wise first choice option for clinicians, as a history of high error rates may impair later learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01