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The use of picture prompts and prompt delay to teach receptive labeling
Joseph Vedora1, Tiffany Barry1
1Evergreen Center.
Abstract:
The current study extended research on picture prompts by using them with a progressive prompt delay to teach receptive labeling of pictures to 2 teenagers with autism. The procedure differed from prior research because the auditory stimulus was not presented or was presented only once during the picture-prompt condition. The results indicated that the combination of picture prompts and prompt delay was effective, although 1 participant required a procedural modification.
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