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FACILITATING TRANSITION TIMES WITH HANDICAPPED PRESCHOOL CHILDREN: A COMPARISON BETWEEN PEER‐MEDIATED AND ANTECEDENT PROMPT PROCEDURES
Author(s) -
Sainato Diane M.,
Strain Phillip S.,
Lefebvre Daniel,
Rapp Nancy
Publication year - 1987
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1987.20-285
Subject(s) - antecedent (behavioral psychology) , psychology , developmental psychology , intervention (counseling) , transition (genetics) , preschool education , peer group , clinical psychology , psychiatry , chemistry , biochemistry , gene
We examined the effects of a peer‐mediated versus an antecedent prompt condition on the rate of independent movement and appropriate behavior of handicapped preschool children during three classroom transition times. Using an alternating treatments design, results showed that each treatment condition yielded increases in target behaviors; however, the antecedent prompt condition was superior during all three transition settings. In addition, teacher prompts to these children were significantly reduced during the intervention conditions, indicating that the children were making these transitions more independently.