Comparison of simultaneous prompting and no-no prompting in two-choice discrimination learning with children with autism.
This study compared no-no prompting procedures to simultaneous prompting procedures for 3 children with autism. Using a parallel treatments design, researchers taught rote math skills, receptive labels, or answers to "wh-" questions with both prompting systems. Results indicated that no-no prompting was effective in teaching all skills. By contrast, simultaneous prompting was effective in teaching only one pair of skills to 1 participant in the same amount of teaching time and trials. Researchers conducted a preference assessment to determine which of the two prompting procedures the 3 participants preferred. The participants showed mixed preferences for the two procedures.
Department of Applied Behavioral Science, University of Kansas, 1000 Sunnyside Ave. Room 4001, Lawrence, Kansas 66045, USA. leafku@ku.edu
Justin B
JB
Leaf
Jan B
JB
Sheldon
James A
JA
Sherman
D001321:Autistic Disorder / Q000523:psychology*; D002675:Child, Preschool; D002755:Choice Behavior; D003463:Cues; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D057240:Patient Preference / Q000706:statistics & numerical data; D013663:Teaching / Q000379:methods