Date of Award
Master of Science
Behavior Analysis and Therapy
The purpose of the current study was to compare the effects of three prompting strategies (least-to-most, errorless, and position prompting) on the skill acquisition rates for receptive identification in children with ASD. The prompting strategies were used while teaching receptive identification under a discrete trial training method. A multi-element design was used to compare the effects of the three prompting strategies. The dependent variables of the study included cumulative targets mastered per prompting condition, total trials to criterion for targets mastered, accuracy during mastery probes, and percentage of individual teaching trials with participant-identified problematic behavior. Errorless learning produced both higher skill acquisition rates and reduced problem behavior for two of three participants. Results of the present study provide evidence for the need to individualize prompting and treatment strategies and to continue to assess what is most effective for each learner consistently throughout their tenure in treatment.
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