A Comparison of the Effects of Two Prompt-Fading Strategies on Skill Acquisition in Children with Autism Spectrum Disorders.
Research has demonstrated that most-to-least (MTL) and least-to-most (LTM) prompting are effective in helping children with Autism Spectrum Disorders acquire a variety of new skills. However, when directly compared to one another, the efficiency and efficacy of the prompting procedures have been variable. The inconsistencies in the literature could be due to selecting prompt topographies that do not promote correct responding. To address this, the present study began by assessing different prompt topographies and then compared most-to-least (MTL) and least-to-most (LTM) prompt-fading with only prompt topographies that were potent enough to promote correct responding. The subsequent comparison of prompt-fading procedures revealed that MTL prompting was more effective and efficient than LTM prompting for all three participants. Further implications for practice and future research are discussed.
Department of Psychology, Queens College and the Graduate Center, CUNY, 65-30 Kissena Blvd., Flushing, NY 11367 USA ; Behavioral Intervention Psychological Services PC, Elmont, NY USA.
Mirela
M
Cengher
Behavioral Intervention Psychological Services PC, Elmont, NY USA.
Kimberly
K
Shamoun
ABA Psychological Services, PC, New Hyde Park, NY USA.
Patricia
P
Moss
Behavioral Intervention Psychological Services PC, Elmont, NY USA.
David
D
Roll
Quality Services for the Autism Community, New York, NY USA.
Gina
G
Feliciano
Department of Psychology, Queens College and the Graduate Center, CUNY, 65-30 Kissena Blvd., Flushing, NY 11367 USA.
Daniel M
DM
Fienup
Least-to-most; Most-to-least; Prompt; Prompt-fading; Prompting