An evaluation of response prompts for teaching behavior chains

Seaver, Jessica L.; Bourret, Jason C.

doi:10.1002/jaba.159

Cited by 49 publications

(63 citation statements)

References 22 publications

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“…This stands in contrast to previous studies (Glendenning et al 1983;Libby et al 2008;Seaver and Bourret 2014;Walls 1981), in which efficiency outcomes were inconsistent across participants. Since the participants in this study were all young learners (i.e., preschoolers), it is possible that the MTL procedure is generally more consistently effective and efficient with this population.…”

Section: Discussioncontrasting

confidence: 99%

“…Under these conditions, all three preschool-aged children diagnosed with ASD mastered target responses with the MTL prompting hierarchy and did not master target responses with the LTM hierarchy, even with 20 % additional sessions. The general procedures replicated those reported by Seaver and Bourret (2014).…”

Section: Discussionsupporting

confidence: 55%

“…The authors concluded that the MTL procedure with a time delay should be the default procedure used for teaching skills to children with ASD whose instructional history is unknown. Seaver and Bourret (2014) proposed a different conceptualization of the identification of effective and efficient promptfading procedures. To address the variability in efficiency outcomes across studies, the authors developed an assessment for the identification of optimal prompting strategies.…”

mentioning

confidence: 99%

“…The study by Seaver and Bourret (2014) is promising in that the authors controlled many instructional variables as a first step toward understanding the effectiveness and efficiency of prompt-fading procedures, when prompt topographies are potent enough to evoke correct responding. The next step is to investigate this conceptualization under more naturalistic conditions.…”

mentioning

confidence: 99%

“…The purpose of the present study was to systematically replicate the research conducted by Seaver and Bourret (2014) and evaluate a briefer series of assessments with other populations. This study extends the work of Seaver and Bourret in the following ways: (a) participants were preschool children (all were 5 years old), (b) the skills being taught were identified as deficient on each participant's individualized education plan, and (c) the prompt topography and prompt-fading assessments were briefer.…”

mentioning

confidence: 99%

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A Comparison of the Effects of Two Prompt-Fading Strategies on Skill Acquisition in Children with Autism Spectrum Disorders

Cengher

Shamoun

Moss

et al. 2015

Behav Analysis Practice

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Research has demonstrated that most-to-least (MTL) and least-to-most (LTM) prompting are effective in helping children with Autism Spectrum Disorders acquire a variety of new skills. However, when directly compared to one another, the efficiency and efficacy of the prompting procedures have been variable. The inconsistencies in the literature could be due to selecting prompt topographies that do not promote correct responding. To address this, the present study began by assessing different prompt topographies and then compared most-to-least (MTL) and least-to-most (LTM) prompt-fading with only prompt topographies that were potent enough to promote correct responding. The subsequent comparison of prompt-fading procedures revealed that MTL prompting was more effective and efficient than LTM prompting for all three participants. Further implications for practice and future research are discussed.Keywords Least-to-most . Most-to-least . Prompt . Prompting . Prompt-fading Children with autism spectrum disorders (ASDs) often require prompts to learn new behaviors and prompt-fading strategies to transfer stimulus control from the prompt to the naturally occurring discriminative stimuli. Two of the most commonly used prompt-fading procedures are most-to-least (MTL) and least-to-most (LTM) prompting (Libby et al., 2008). These procedures employ the same prompt topographies, including verbal, gestural, and physical prompts; however, they differ in the order in which the prompts are presented. MTL fading sequences order prompt topographies from the most intrusive (e.g., physical prompts) to the least intrusive (e.g., verbal). In LTM fading, prompt sequences are arranged in the opposite order.Both MTL and LTM prompting can effectively improve independent responding when compared to baseline levels of responding or control procedures (for a review, see Demchak 1990). A few studies have directly compared the effectiveness and efficiency of these two popular procedures (Libby et al. 2008;McConville et al. 1998;Walls 1981). In all of these studies with the exception of Libby et al. (2008), MTL and LTM procedures were similarly effective; however, efficiency outcomes were variable across participants and different measurements of efficiency.Of the aforementioned studies, Libby et al. (2008) conducted the most systematic analysis and comparison of MTL and LTM procedures. In the first experiment, a direct comparison of the procedures revealed that three of five participants met a mastery criterion with both procedures, whereas the other two participants only met a mastery criterion with the MTL procedure. Therefore, overall, the MTL procedure was more effective than the LTM procedure in this experiment. Efficiency data, on the other hand, were variable across dependent variables. The LTM procedure was more efficient for the three participants who met a criterion with this procedure when considering trials to criterion; however, the MTL procedure was more efficient for all participants when considering errors to criterion....

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 55%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

A Comparison of the Effects of Two Prompt-Fading Strategies on Skill Acquisition in Children with Autism Spectrum Disorders

Cengher

Shamoun

Moss

et al. 2015

Behav Analysis Practice

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A comparison of computer‐assisted and therapist‐led instruction for children with autism spectrum disorder

LeBlanc

Kodak

Cariveau

et al. 2017

Behavioral Interventions

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The current investigation applied a model of assessment-based instruction to an evaluation of the efficacy and efficiency of computer-assisted and therapist-led instruction on skill acquisition for 3 participants with autism spectrum disorder. We also evaluated the participant's attending during instruction and the social validity of each format of instruction. The results showed that computerassisted instruction was most efficient for 2 of the 3 participants, although attending varied across instructional formats. In addition, the social validity of instructional formats varied across participants.

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A comparison of prompting methods to teach sight words to students with autism spectrum disorder

Klaus

Hixson

Drevon

et al. 2019

Behavioral Interventions

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Present AddressSophie Klaus now lives in Des Moines, IA.Time delay procedures are one of the most commonly used and effective strategies for teaching sight words to learners with disabilities. However, less is known about whether they are differentially effective and efficient with learners.This study compared the effectiveness and efficiency of progressive time delay and simultaneous prompting on sight word acquisition among three learners with autism spectrum disorder using an adapted alternating treatments design across word sets. For two participants, both procedures led to skill acquisition with no clear differences in efficiency. For the remaining participant, neither procedure was effective; therefore, the reading task was changed to a receptive one, and a stimulus fading intervention package was implemented.

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An evaluation of response prompts for teaching behavior chains

Cited by 49 publications

References 22 publications

A Comparison of the Effects of Two Prompt-Fading Strategies on Skill Acquisition in Children with Autism Spectrum Disorders

A Comparison of the Effects of Two Prompt-Fading Strategies on Skill Acquisition in Children with Autism Spectrum Disorders

A comparison of computer‐assisted and therapist‐led instruction for children with autism spectrum disorder

A comparison of prompting methods to teach sight words to students with autism spectrum disorder

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