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COMPARISON OF SIMULTANEOUS PROMPTING AND NO‐NO PROMPTING IN TWO‐CHOICE DISCRIMINATION LEARNING WITH CHILDREN WITH AUTISM
Author(s) -
Leaf Justin B.,
Sheldon Jan B.,
Sherman James A.
Publication year - 2010
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.2010.43-215
Subject(s) - autism , psychology , preference , contrast (vision) , teaching method , developmental psychology , cognitive psychology , mathematics education , computer science , artificial intelligence , economics , microeconomics
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.