title: Embedded prompting may function as embedded punishment: detection of unexpected behavioral processes within a typical preschool teaching strategy.
abstract: This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most teacher direction was most efficacious and preferred. In addition, embedded teacher prompts, common in child-led teaching procedures, functioned as a punisher for the child's toy play. Implications for designing effective and preferred teaching conditions are discussed.
authors.affiliation: Southern Illinois University, Carbondale, Illinois 62901, USA. nheal@siu.edu
authors.forename: Nicole A
authors.initials: NA
authors.lastname: Heal
authors.forename: Gregory P
authors.initials: GP
authors.lastname: Hanley
mesh_terms: D002653:Child Behavior Disorders / Q000523:psychology / Q000534:rehabilitation*; D002675:Child, Preschool; D005178:Faculty; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D011340:Problem Solving; D011678:Punishment / Q000523:psychology*; D013663:Teaching