Evaluation of the Effectiveness and Efficiency of Two Stimulus Prompt Strategies With Severely Handicapped Students

Steege, Mark W.; Wacker, David P.; McMahon, Colleen M.

doi:10.1901/jaba.1987.20-293

Cited by 27 publications

(13 citation statements)

References 5 publications

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“…This training sequence proceeds until the student has learned all responses in the chain (Miltenberger, 2004). An alternative to forward and backward chaining is whole task instruction, in which the child is prompted to complete the entire task during each training trial (Steege, Wacker, & McMahon, 1987).…”

Section: Task Analysis and Prompting Proceduresmentioning

confidence: 99%

Applied behavior analysis: Beyond discrete trial teaching

Steege

Mace

Perry³

et al. 2006

Psychology in the Schools

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We discuss the problem of autism-specific special education programs representing themselves as Applied Behavior Analysis (ABA) programs when the only ABA intervention employed is Discrete Trial Teaching (DTT), and often for limited portions of the school day. Although DTT has many advantages to recommend its use, it is not well suited to teach the full range of cognitive, social, academic, leisure, and functional living skills children with autism and related disorders need to develop and generalize to varied natural environments. DTT also does not address the treatment of behaviors that can interfere with instruction and the acquisition, generalization, and maintenance of skills many children with autism bring to instructional situations. We describe a comprehensive program of ABA services for children with autism and briefly discuss the various interventions and their applications and combinations to achieve broad improvement in many different skill areas. In our view, "true" ABA programs are comprised of multiple assessment and intervention methods used individually and dynamically to achieve the best results. © 2007 Wiley Periodicals, Inc.Over the past decade, there has been a marked increase in the number of students identified with autism in the United States. For example, in the state of Maine, special education identification of students with autism has increased steadily from 158 in 1995 to 1,255 in 2004, representing a nearly 800% increase over the past decade (Maine Department of Education, 2005). By comparison, the school-age population in Maine has decreased by approximately 6% during the same time period. Paralleling the increased numbers of students has been the growth of autism-specific special education programs, many of which utilize applied behavior analysis (ABA) methodologies. Although comprehensive ABA-based special education programs were a rarity only a few years ago, scores of programs and practitioners claiming to offer ABA methodologies have recently emerged. Observations of many of these programs by the authors indicate one consistent finding; namely, there is considerable variation in the types of assessments and interventions used among school-based programs that purport to be an "ABA program." Many of these school-based ABA programs appear to be limited in scope, and relatively few programs appear to offer a full array of methodologies shown to be effective with students with autism and related developmental disorders.A recent observation by the first author of a third grader with autism is illustrative of this narrow application of ABA methodologies. The student was placed in a self-contained special education classroom comprised of six students with autism, one special education teacher, and four educational technicians. The special education program was described as an "ABA classroom." Posted on the wall of the classroom was a daily schedule that listed in chronological order the tasks and activities that students would participate in throughout the school day. What was striking...

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Section: Task Analysis and Prompting Proceduresmentioning

confidence: 99%

Applied behavior analysis: Beyond discrete trial teaching

Steege

Mace

Perry³

et al. 2006

Psychology in the Schools

Self Cite

View full text Add to dashboard Cite

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“…If no response followed the verbal prompt within approximately 15 s, the therapist modeled all or part ofthe correct behavior. Once correct responding had been initiated by prompting and modeling, transfer of stimulus control from prompt to task-related stimuli was achieved by reinforcing successive approximations and delayed prompting (Steege, Wacker, & McMahon, 1987). Next, the therapist pointed to the green felt dot on the page while prompting the child to turn the page.…”

Section: Design and Proceduresmentioning

confidence: 99%

Teaching Daily Living Skills to Children With Autism in Unsupervised Settings Through Pictorial Self‐management

Pierce

Schreibman

1994

J of App Behav Analysis

254

134

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We investigated the efficacy of pictorial self-management to teach daily living skills to 3 lowfunctioning children with autism. Stimulus and response generalization, stimulus control of selfmanagement materials, and maintenance of behavior change were also assessed. Results showed that children with autism could successfully use pictures to manage their behavior in the absence of a treatment provider, generalize their behavior across settings and tasks, and maintain behaviors at follow-up. In addition, when compared to baseline, all children showed a substantial decrease in stereotypic behaviors. When picture order was manipulated in stimulus control probes, the children followed the new picture sequence, suggesting that the pictures were controlling their behavior. Further, a savings effect was demonstrated, in that 2 subjects reached criterion on second and third behaviors within less than 25% of original training time.

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“…Mechling & Gast (1997) •Steege et al (1987) •Taylor, Collins, Schuster, & Kleinert (2002) • Collins, Hall, & Branson (1997) • Nietupski et al (1986) • Vandercook (1991) • Wall, Gast, & Royston (1999) • Alberto et al (2005) • Ayres et al (2006) • Bates et al (2001) • Cihak et al (2004) • Taylor et al (2002) • Ayres et al (2006) • Mechling (2004) • Mechling & Cronin (2006) • Mechling et al (2002) (continued)…”

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confidence: 99%

Evidence-Based Practices in Secondary Transition

Test

Fowler

Richter

et al. 2009

Career Development for Exceptional Individuals

302

119

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A literature review was conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research. Practices were categorized by the Taxonomy for Transition Programming. Overall, 32 secondary transition evidence-based practices were identified. Two practices had a strong level of evidence, 28 had a moderate level of evidence, and 2 had a potential level of evidence. The majority of practices represented instruction of skills within the category of Student Development. No evidence-based practices were identified in the category of Interagency Collaboration. Findings provide practitioners with a set of evidence-based practices for improving transition services and researchers with an agenda for conducting future research.

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Evaluation of the Effectiveness and Efficiency of Two Stimulus Prompt Strategies With Severely Handicapped Students

Cited by 27 publications

References 5 publications

Applied behavior analysis: Beyond discrete trial teaching

Applied behavior analysis: Beyond discrete trial teaching

Teaching Daily Living Skills to Children With Autism in Unsupervised Settings Through Pictorial Self‐management

Evidence-Based Practices in Secondary Transition

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