The Effects of Model, Lead, and Test Technique with Visual Prompts Paired with a Fading Procedure to Teach “Where” to a 13-Year-Old Echolalic Boy with Autism

Using Prompt Fading to Teach Self‐Questioning to Fifth Graders with LD: Effects on Reading Comprehension

“…This study demonstrated that a systematic stimulus prompt fading package for teaching self-questioning was effective for improving reading comprehension for two students with learning disabilities. These results support previous findings that self-questioning strategies improve reading comprehension for elementary students with disabilities (Chan, 1991;Gaultney, 1995;Johnson, Graham, & Harris, 1997;Taylor et al, 2002), and that stimulus prompt fading is effective for increasing independent learning (e.g., Mayfield et al, 2008;Morton & Flynt, 1997;Peterson, McLaughlin, Weber, & Anderson, 2008;Rivera et al, 2002;Soluaga et al, 2008). The results of this study extend the self-questioning research by demonstrating that systematic prompt fading can be effective for helping students learn to generate their own questions and increase their reading comprehension.…”

Teaching Math Vocabulary in Small Groups to Youth With Autism

“…Additionally, three specific investigations using fundamentals of DI include (a) a middle school–age student with autism learning to respond to “Where are you?” using model, lead, test (Peterson et al, 2008); (b) middle school–age students with autism spectrum disorder learning isolated components of reading comprehension (i.e., picture analogies, deductions, inductions, and opposites) during group instruction using model, lead, check (Flores & Ganz, 2009); and (c) early elementary–age students with autism learning science descriptors using model, lead, test (Knight et al, 2012). Although the research provides evidence that DI curricula are effective when teaching students with autism who receive their education in separate classroom settings, the individual needs of these students cannot always be met through published curricula.…”

Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

“…-465-tire problem and answer. If either participant gave the wrong answer or verbally delayed for greater than 2s, the card would be reviewed with a model, lead and test procedure (MarchandMartella et al, 2004;Peterson, McLaughlin, Weber, Derby, & Anderson, 2008) and placed back in the deck three cards from the top. Therefore, the participants were provided additional opportunities to make the correct response only after three other flashcards had been presented.…”