Pre-teaching prompting assessment
Jason C. Bourret
Susan Langer, Shawn Kenyon
Date of Award
Master of Applied Behavior Analysis
Department or Academic Unit
Bouvé College of Health Sciences. Department of Counseling and Applied Educational Psychology.
Assessment, Individualized education, Prompting
Prompting (Education), Developmentally disabled
Behavior and Behavior Mechanisms | Developmental Psychology
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.
Ashton Elizabeth Nalley
Nalley, Ashton Elizabeth, "An evaluation of pre-teaching assessment of response prompting" (2010). Applied Behavioral Analysis Master's Theses. Paper 91. http://hdl.handle.net/2047/d20002813
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