Comparison of most‐to‐least to error correction for teaching receptive labelling for two children diagnosed with autism     

Justin B. Leaf  Aditt Alcalay  Jeremy A. Leaf  Kathleen Tsuji  Alyne Kassardjian  Stephanie Dale  John McEachin  Mitchell Taubman  Ronald Leaf 《Journal of Research in Special Educational Needs》2016,16(4):217-225

Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.  相似文献   

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

Justin B. Leaf  Jeremy A. Leaf  Aditt Alcalay  Alyne Kassardjian  Kathleen Tsuji  Stephanie Dale 《Exceptionality》2016,24(2):109-122

This study compared most-to-least prompting to flexible prompt fading for teaching four children with an autism spectrum disorder various expressive tasks. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures with most-to-least prompting and six pictures with flexible prompt fading. The researchers evaluated effectiveness, maintenance, efficiency, and performance across both prompting conditions and across all participants. Results indicated that both prompting procedures were effective across all four participants. Results also indicated that flexible prompt fading led to a higher percentage of independent correct responding during teaching trials. For three of the participants, flexible prompt fading was also a more efficient procedure. Results were mixed in terms of maintenance across the four participants.  相似文献