Evaluating Efficacy and Preference for Prompt Type During Discrete-Trial Teaching.

Area of Science:

• Behavioral science
• Developmental psychology
• Special education

Background:

• Discrete-trial teaching (DTT) is adaptable, but prompt type effectiveness and learner preference are under-researched.
• Individualizing instruction, including prompt selection, is crucial for learners with autism spectrum disorder (ASD).

Purpose of the Study:

• To compare the relative effectiveness and efficiency of different prompt types (gesture, modeling, physical guidance) in discrete-trial teaching for children with autism.
• To assess learner preference for specific prompt types during receptive identification tasks.
• To determine the most effective prompt type for task completion.

Main Methods:

• Three boys with autism participated in a study comparing gesture, modeling, physical guidance, and no-prompt conditions.
• A receptive identification task was used to assess learning.
• A concurrent-chains preference assessment evaluated participant preference for prompt types.
• Task completion using the most effective prompt was also assessed.

Main Results:

• One participant achieved mastery first with the modeling prompt.
• Two participants achieved mastery first with the physical guidance prompt.
• All participants demonstrated a preference for the physical guidance prompt.
• All participants successfully completed a chained task using their most effective prompt type.

Conclusions:

• Prompt type significantly impacts learning efficiency for children with autism.
• Learner preference assessment can inform the selection of effective teaching strategies.
• Physical guidance and modeling prompts show promise for teaching receptive identification skills to children with autism.