Comparison of Flexible Prompt Fading to Error Correction for Children with Autism Spectrum Disorder

2013 ◽  
Vol 26 (2) ◽  
pp. 203-224 ◽  
Author(s):  
Justin B. Leaf ◽  
Ronald Leaf ◽  
Mitchell Taubman ◽  
John McEachin ◽  
Lara Delmolino
Keyword(s):  
Autism Spectrum Disorder ◽  
Error Correction ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prompt Fading

Comparison of Most-to-Least Prompting to Flexible Prompt Fading for Children with Autism Spectrum Disorder

2016 ◽  
Vol 24 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Justin B. Leaf ◽  
Jeremy A. Leaf ◽  
Aditt Alcalay ◽  
Alyne Kassardjian ◽  
Kathleen Tsuji ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Prompt Fading

scholarly journals Teaching a Multi-Step Requesting Sequence to Two Adolescents with Autism Using  an iPod-based Speech Generating Device

2021 ◽  
Author(s):  
◽  
Donna Adorina Achmadi
Keyword(s):  
Differential Reinforcement ◽  
Children With Autism ◽  
Single Step ◽  
Multiple Baseline ◽  
Ipod Touch ◽  
Turn On ◽  
Speech Generating Device ◽  
Adolescents With Autism ◽  
Response Prompting ◽  
Prompt Fading

<p>Many children with autism fail to develop speech and are therefore candidates for the use of speech-generating devices (SGDs). However, existing studies are limited because they have tended to focus only on teaching an initial single-step requesting sequence. This thesis aimed to extend the existing literature by evaluating intervention procedures for teaching two adolescents with autism to perform multistep requesting sequences that required navigating across two screen pages (Intervention 1). Intervention 2 focused on teaching the adolescents to turn on and unlock the screen of the SGD prior to initiating the previously learnt multi-step requesting sequence. Both interventions made use of response prompting, prompt fading, and differential reinforcement procedures and were evaluated using the multiple-baseline across subjects design. Results showed that both interventions were effective in teaching these adolescents to use the iPod Touch(R) to make a sequence of requests. The results of the present study suggest that adolescents with autism can successfully learn to use an iPod Touch(R) to independently perform multi-step requesting sequences.</p>

Using Prompt Fading to Teach Self-Questioning to Fifth Graders with LD: Effects on Reading Comprehension

2014 ◽  
Vol 29 (3) ◽  
pp. 117-125 ◽  
Author(s):  
Christina A. Rouse ◽  
Sheila R. Alber-Morgan ◽  
Jennifer M. Cullen ◽  
Mary Sawyer
Keyword(s):  
Reading Comprehension ◽  
Fifth Graders ◽  
Prompt Fading

A Review of Prompt-Fading Procedures: Implications for Effective and Efficient Skill Acquisition

2017 ◽  
Vol 30 (2) ◽  
pp. 155-173 ◽  
Author(s):  
Mirela Cengher ◽  
Anna Budd ◽  
Nicole Farrell ◽  
Daniel M. Fienup
Keyword(s):  
Skill Acquisition ◽  
Prompt Fading

scholarly journals The Effectiveness of the Combination of Visual Prompt-Fading and Direct Instruction Method in Teaching Pattern Building Skills to Students with Intellectual Disabilities

2019 ◽  
Vol 7 (11) ◽  
pp. 40
Author(s):  
Meryem Uçar Rasmussen ◽  
Müzeyyen Eldeniz Çetin
Keyword(s):  
Intellectual Disabilities ◽  
Direct Instruction ◽  
Graphical Analysis ◽  
Probe Design ◽  
Full Time ◽  
Analysis Technique ◽  
Prompt Fading ◽  
Students With Intellectual Disabilities ◽  
Teaching Pattern ◽  
Visual Prompt

The aim of this study was to examine the effectiveness of the combination of visual prompt-fading and direct instruction method in teaching pattern building skills to students with intellectual disabilities. Three students at the age of six and seven diagnosed with intellectual disabilities and enrolled in a full-time inclusion program participated in the study, and multiple-probe design across subjects used to conduct the research. The dependent variable of the study was the participants' level of ability to build a pattern, and the independent variable was the combination of visual prompt-fading and direct instruction method. The data has been collected using tool sets and worksheets consisting of objects and object images. Graphical analysis technique has been utilized for data analysis. The findings of the study showed that a combination of visual prompt-fading and direct instruction method was effective in teaching pattern building skills to students with intellectual disabilities, but it was limited in terms of the generalization of these skills.

scholarly journals Teaching a Multi-Step Requesting Sequence to Two Adolescents with Autism Using  an iPod-based Speech Generating Device

2021 ◽  
Author(s):  
◽  
Donna Adorina Achmadi
Keyword(s):  
Differential Reinforcement ◽  
Children With Autism ◽  
Single Step ◽  
Multiple Baseline ◽  
Ipod Touch ◽  
Turn On ◽  
Speech Generating Device ◽  
Adolescents With Autism ◽  
Response Prompting ◽  
Prompt Fading

<p>Many children with autism fail to develop speech and are therefore candidates for the use of speech-generating devices (SGDs). However, existing studies are limited because they have tended to focus only on teaching an initial single-step requesting sequence. This thesis aimed to extend the existing literature by evaluating intervention procedures for teaching two adolescents with autism to perform multistep requesting sequences that required navigating across two screen pages (Intervention 1). Intervention 2 focused on teaching the adolescents to turn on and unlock the screen of the SGD prior to initiating the previously learnt multi-step requesting sequence. Both interventions made use of response prompting, prompt fading, and differential reinforcement procedures and were evaluated using the multiple-baseline across subjects design. Results showed that both interventions were effective in teaching these adolescents to use the iPod Touch(R) to make a sequence of requests. The results of the present study suggest that adolescents with autism can successfully learn to use an iPod Touch(R) to independently perform multi-step requesting sequences.</p>

A Review of Prompt-Fading Procedures, Part II: Parameters and Components

2019 ◽  
Vol 32 (4) ◽  
pp. 553-574 ◽  
Author(s):  
Mirela Cengher ◽  
Ji Young Kim ◽  
Daniel M. Fienup
Keyword(s):  
Prompt Fading
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