Education and Training in Developmental Disabilities, 39, 326–336.Īkmanoglu, N., Kurt, O., & Kapan, A. Teaching pointing to numerals to individuals with autism simultaneous prompting. Education and Training in Autism and Developmental Disabilities, 51(1), 55–66.Īkmanoglu, N., & Batu, S. An evaluation of constant time delay and simultaneous prompting procedures in skill acquisition for young children with autism. Additional research is needed to better describe the conditions in which traditional prompt delay or prompt fading procedures are necessary to produce transfer of stimulus control.Īckerlund Brandt, J. Overall, the findings suggest that simultaneous prompting and prompt delay procedures are similarly efficient, although the former was associated with fewer errors to mastery in over 70% of instructional comparisons. The current systematic review synthesizes the findings of 11 articles comparing simultaneous and prompt delay procedures across seven behavior analytic and educational journals. Past research has emphasized the necessity of fading prompts to avoid prompt dependence, yet prompt dependence is rarely described in the simultaneous prompting literature. Therefore, efficiency may be directly related to the number of 0-s prompts presented in prompt delay procedures. These comparisons are warranted as the training procedures in simultaneous prompting are procedurally identical to the conditions initially arranged in prompt delay procedures (i.e., 0-s prompt delay). Two prompt-fading procedures, prompt delay and simultaneous prompting, are consistently shown to be efficacious, although few studies have directly compared the two procedures. Prompt-fading procedures are ubiquitous in instructional interventions.
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