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

Victoria Markham¹, Aimee Giles¹, Richard May¹

¹University of South Wales, Pontypridd, UK.

Behavior Modification

|August 17, 2018

Summary

This study compared prompt types for teaching children with autism. Physical prompts were most effective for two participants, while modeling was best for one, and all preferred physical prompts.

Keywords:

assessment autism concurrent-chains preference assessment discrete-trial teaching response prompt social validity

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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.