Alternate Title

Evaluation of prompting and fading procedures

Advisor(s)

Jason Bourret

Contributor(s)

Susan Langer, Cammarie Johnson

Date of Award

2011

Date Accepted

8-2011

Degree Grantor

Northeastern University

Degree Level

M.S.

Degree Name

Master of Science

Department or Academic Unit

Bouvé College of Health Sciences. Department of Counseling and Applied Educational Psychology.

Keywords

counseling psychology, educational psychology, autism, prompting

Subject Categories

Educational psychology, Autistic children - Education, Ability in children

Disciplines

Child Psychology

Abstract

This study compared three methods of prompting and three methods of fading procedures in teaching one student with autism to successfully build plastic building block constructs, fold pants, and fold a shirt. Three experiments were conducted. Experiment 1 compared verbal, model, and manual guidance prompts to determine the prompt with which the participant acquired the behavioral chain most rapidly. Experiment 2 used these prompt type results to compare most-to-least, least-to-most, and time delay fading procedures to determine with which method the participant acquired the chain most rapidly. Experiment 3 used the most and least effective prompt type and fading procedure to teach pants and shirt folding to the participant. Results showed that the participant learned to fold pants using the most effective method, and did not learn shirt folding until the most effective method was applied.

Document Type

Master's Thesis

Rights Holder

Alixandra Raymond

Click button above to open, or right-click to save.

Share

COinS