title: A comparison of time delay and decreasing prompt hierarchy strategies in teaching banking skills to students with moderate handicaps.
abstract: Four students with moderate handicaps were taught to cash checks and to use an automatic teller through either a decreasing prompt hierarchy or time delay procedure. The strategies were compared within a multielement design. Results indicated that both strategies led to the acquisition of the target tasks; however, the decreasing prompt hierarchy was more efficient. Four and 8-week follow-up probes indicated that the strategies were equally effective in producing maintenance of performance.
authors.affiliation: University of Utah, Salt Lake City 84112.
authors.forename: J
authors.initials: J
authors.lastname: McDonnell
authors.forename: B
authors.initials: B
authors.lastname: Ferguson
mesh_terms: D000203:Activities of Daily Living; D000293:Adolescent; D001521:Behavior Therapy / Q000379:methods*; D004495:Education of Persons with Intellectual Disabilities; D005376:Financial Management; D006801:Humans; D008568:Memory; D011939:Mental Recall; D012055:Reinforcement Schedule