Literaturnachweis - Detailanzeige
| Autor/inn/en | Platt, Delanie F.; Cariveau, Tom; Brown, Alexandria; Ellington, Paige; Bayer, Camille; Stocker, James D. |
|---|---|
| Titel | Simultaneous Prompting to Teach Intraverbal Synonyms to Struggling Readers |
| Quelle | In: Analysis of Verbal Behavior, 39 (2023) 1, S.60-75 (16 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Cariveau, Tom) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0889-9401 |
| DOI | 10.1007/s40616-022-00177-6 |
| Schlagwörter | Reading Failure; At Risk Students; Prompting; Teaching Methods; Reading Difficulties; Verbal Communication; Verbal Ability; Dialogs (Language); Interpersonal Communication; Form Classes (Languages); Young Children |
| Abstract | In simultaneous prompting procedures, an immediate (i.e., 0-s) prompt is presented during all training trials, and transfer to the target discriminative condition is assessed during daily probes. Previous research suggests that simultaneous prompting procedures are efficacious and may produce acquisition in fewer errors to mastery when compared to prompt delay procedures. To date, only a single study on simultaneous prompting has included intraverbal targets. The current study evaluated the efficacy of a simultaneous prompting procedure on the acquisition of intraverbal synonyms for six children at risk for reading failure. Simultaneous prompting alone produced responding at mastery levels in seven of the 12 evaluations. Antecedent-based procedural modifications were effective in four of the five remaining evaluations. Errors were generally low for all but one participant. The current findings support the use of simultaneous prompting procedures when targeting intraverbals for young children exhibiting reading deficits. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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