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An automatic prompting instrument to increase task-related responding in low-functioning individuals.

G E Lancioni¹, J van Dijk, M Driessen

¹University of Leiden, The Netherlands.

Journal of Behavior Therapy and Experimental Psychiatry

|December 1, 1988

Summary

This study developed an automatic prompting instrument to help multihandicapped students reduce performance breaks. Both manual and automatic prompting effectively decreased break times, showing lasting positive effects.

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Area of Science:

Behavioral analysis
Special education technology

Background:

Students with multiple handicaps often exhibit performance breaks during learning tasks.
Effective prompting strategies are crucial for improving task engagement and reducing interruptions.

Purpose of the Study:

To develop and evaluate an automatic prompting instrument for students with multiple handicaps.
To compare the efficacy of automatic prompting with manual prompting in reducing performance breaks.

Main Methods:

An automatic prompting instrument was developed and implemented with three multihandicapped students.
Performance breaks were measured during simple locomotion tasks under both automatic and manual prompting conditions.
Within-subject replication and follow-up assessments were conducted to verify effects.

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Main Results:

Both manual and automatic prompting significantly reduced the duration of performance breaks.
The positive effects of the automatic prompting instrument were replicated within participants.
The observed benefits persisted during follow-up assessments, indicating reliability and durability.

Conclusions:

Automatic prompting is a viable and effective intervention for reducing performance breaks in multihandicapped students.
The developed instrument demonstrates reliability and durability, offering practical implications for educational settings.
Further research can explore broader applications of automatic prompting across different tasks and student populations.