Alternate Title

Pre-teaching prompting assessment

Advisor(s)

Jason C. Bourret

Contributor(s)

Susan Langer, Shawn Kenyon

Date of Award

2010

Date Accepted

8-2010

Degree Grantor

Northeastern University

Degree Level

M.S.

Degree Name

Master of Applied Behavior Analysis

Department or Academic Unit

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

Keywords

Assessment, Individualized education, Prompting

Subject Categories

Prompting (Education), Developmentally disabled

Disciplines

Behavior and Behavior Mechanisms | Developmental Psychology

Abstract

Individuals with developmental disabilities, such as autism, often require prompts to acquire certain skills. Several teaching methods have been developed however few direct comparisons of these methods have been conducted to date. Once new skills are acquired, stimulus control must be transferred from the prompt to a naturally occurring stimulus with prompt fading. Evidence suggests that some procedures are more effective than others for particular individuals and, therefore, assessment of the effectiveness of various teaching methods for specific learners is warranted. The current research involved the evaluation of a pre-teaching assessment for determining a combination of the most effective prompting and fading procedures for specific learners through direct procedure comparison. The generality of the outcome of the assessment was then tested in the context of establishing novel, educationally relevant skills.

Document Type

Master's Thesis

Rights Holder

Ashton Elizabeth Nalley


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