A Comparison of Prompting Tactics to Establish Intraverbals in Children With Autism

Ingvarsson, Einar T.; Hollobaugh, Tatia

doi:10.1901/jaba.2011.44-659

Cited by 61 publications

(55 citation statements)

References 9 publications

(12 reference statements)

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“…Several studies have shown that tact, textual (visual), and echoic (vocal) prompts may be used to transfer control to verbal stimuli when teaching intraverbals to children with and without developmental disabilities (e.g., Goldsmith, LeBlanc, & Sautter, 2007;Ingvarsson, Tiger, Hanley, & Stephenson, 2007;Miguel, Petursdottir, & Carr, 2005;Valentino, Shillingsburg, & Call, 2012). The few studies comparing prompt topographies (Finkel & Williams, 2001;Ingvarsson & Hollobaugh, 2011;Ingvarsson, & Le, 2011;Vedora, Meunier, & Mackay, 2009;Vedora & Conant, 2015;Wallace, Bechtel, Heatter, & Barry, 2016) have found that the most effective and efficient prompt varied across participants. Some authors hypothesized that the success of a specific prompt may depend on an individual's learning history (Finkel & Williams, 2001;Ingvarsson & Hollobaugh, 2011).…”

mentioning

confidence: 99%

Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder

Roncati

Souza

Miguel

2019

J of App Behav Analysis

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Comparisons of the relative efficiency of different prompt topographies (visual or auditory), when teaching intraverbal behavior to children with disabilities, have yielded idiosyncratic results. Recent research has shown that previous exposure to a specific prompt type may affect its efficiency when teaching intraverbal behavior to preschool children. The current study was an attempt to replicate these results with 3 children diagnosed with autism spectrum disorder. For all participants, increased exposure to one prompt topography was sufficient to make it relatively more efficient as measured by number of trials to criterion. These results suggest that previous history with a prompt type may predict its efficiency.

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mentioning

confidence: 99%

Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder

Roncati

Souza

Miguel

2019

J of App Behav Analysis

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“…Researchers have demonstrated the effectiveness of tact and textual prompting procedures in establishing intraverbals (Braam and Poling 1983;Luciano 1986). Furthermore, previous studies have directly compared echoic prompts to visual prompts for their effectiveness in establishing intraverbal responding and have generally found that the use of visual prompts resulted in more rapid acquisition (Ingvarsson and Hollobaugh 2011;Vedora et al 2009) or higher levels of correct responding (Finkel and Williams 2001).…”

mentioning

confidence: 99%

Use of a Modified Chaining Procedure with Textual Prompts to Establish Intraverbal Storytelling

Valentino

Conine

Delfs

et al. 2015

Analysis Verbal Behav

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Echoic, tact, and textual transfer procedures have been proven successful in establishing simple intraverbals (Braam and Poling Applied Research in Mental Retardation, 4, 279-302, 1983; Luciano Applied Research in Mental Retardation, 102, 346-357, 1986; Watkins et al. The Analysis of Verbal Behavior, 7, 69-81, 1989). However, these strategies may be ineffective for some children due to the complexity of the targeted intraverbals. The current study investigated the use of a novel procedure which included a modified chaining procedure and textual prompts to establish intraverbal behavior in the form of telling short stories. Visual prompts and rule statements were used with some of the participants in order to produce the desired behavior change. Results indicated that the procedure was effective for teaching retelling of short stories in three children with autism.

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“…Behavior analytical procedures have been successfullty teaching complex behavior (e.g., Fienup, Covey, & Critchfi eld, 2010) and could be systematically used to teach (re)telling behaviors. One tool that has been extensively used within the behavior analytic literature to teach complex behaviors is the use of pictorial prompts: studies have used pictorial prompts to establish a variety of behavioral repertoires such as computer skills (Frank, Wacker, Berg, & McMahon, 1985) and intraverbals (Ingvarsson & Hollobaugh, 2011). Despite the paucity of studies that specifi cally investigated the establishment of telling and retelling behaviors under the control of pictorial prompts, behavior analytic studies describe several variables that might be involved in the establishment of behavioral repertoires -such as the ones mentioned above -under the control of pictorial prompts.…”

mentioning

confidence: 99%

Effects of picture prompts on story retelling performance in typically developing children

Sella

Bandini²,

Bandini³

et al. 2015

Psicol. Reflex. Crit.

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Telling and retelling stories and facts are behavioral repertoires that are constantly recruited in social situations, no matter if these situations occur at school, with the family, or at leisure times. This study aimed at systematically evaluating if 11 fi rst graders (age range six to seven), would perform better in retelling tasks when pictorial prompts were presented. Dependent variables were (a) number of story categories inserted in the retelling tasks and (b) number of retold words per story. The independent variable was the presentation of visual prompts during story retelling tasks. Results indicated that visual prompts did not result in consistent increase in performance when the number of story categories inserted was analyzed. Additionally, there was no consistent increase in the number of words retold when pictures were presented. Future studies should investigate whether repeated exposure to stories would result in a signifi cant change in performance. Keywords: Story retelling, children, pictures, visual prompts. ResumoContar e recontar histórias e fatos são repertórios comportamentais constantemente necessários em situações sociais, sejam estas escolares, familiares, ou de lazer. Este estudo buscou avaliar sistematicamente se 11 alunos de primeira série (idades entre seis e sete anos) teriam melhor desempenho em tarefas de recontagem de histórias quando dicas visuais eram apresentadas. As variáveis dependentes foram (a) número de categorias de história inseridas nas tarefas de recontagem e (b) número de palavras recontadas por história. A variável independente foi a apresentação de dicas visuais (fi guras) nas tarefas de recontagem. Os resultados indicaram que dicas visuais não resultaram em melhora de desempenho quando o número de categorias de história foi analisado. Também foi verifi cado que não houve aumento consistente no número de palavras recontadas quando as fi guras foram apresentadas. Estudos futuros devem investigar se a reexposição a histórias resultaria em uma mudança signifi cativa no desempenho. Palavras-chave: Recontagem de história, crianças, fi guras, dicas visuais.

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A Comparison of Prompting Tactics to Establish Intraverbals in Children With Autism

Cited by 61 publications

References 9 publications

Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder

Exposure to a specific prompt topography predicts its relative efficiency when teaching intraverbal behavior to children with autism spectrum disorder

Use of a Modified Chaining Procedure with Textual Prompts to Establish Intraverbal Storytelling

Effects of picture prompts on story retelling performance in typically developing children

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