title: An evaluation of response prompts for teaching behavior chains.
abstract: Individuals who have been diagnosed with autism spectrum disorders can have difficulty acquiring new skills, and teaching procedures found to be efficient with 1 individual may not be efficient with others. However, relatively little research has evaluated methods to identify efficient, individualized response-prompt and prompt-fading procedures. We evaluated an assessment of multiple response prompts and prompt-fading procedures with 10 individuals with an autism spectrum disorder. The prompt types assessed were verbal and gestural, model, and physical. Prompt-fading procedures assessed were least to most, most to least, and a progressive delay. Each assessment was conducted at least twice, and the findings of both prompt-type and prompt-fading assessments were generally reliable. A final validity test showed the assessment outcomes to have generality that may extend to other clinically significant responses.
authors.affiliation: Western New England University and New England Center for Children.
authors.forename: Jessica L
authors.initials: JL
authors.lastname: Seaver
authors.forename: Jason C
authors.initials: JC
authors.lastname: Bourret
mesh_terms: D000293:Adolescent; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D012054:Reinforcement, Psychology; D012691:Serial Learning; D013663:Teaching / Q000379:methods*; D055815:Young Adult
keywords: acquisition; assessment; autism; chain; children; prompting