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Related Experiment Videos

Matching training procedures to outcomes. A behavioral and quantitative analysis

M L McConville1, D A Hantula, S Axelrod

  • 1Temple University, Philadelphia, PA 19122, USA.

Behavior Modification
|August 29, 1998
PubMed
Summary

Matching prompting procedures to specific behavior chains significantly impacts skill acquisition for students with intellectual disabilities. The most-to-least method excelled in teaching tangible skills, while least-to-most was better for social and complex tasks.

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Area of Science:

  • Applied Behavior Analysis
  • Developmental Psychology
  • Special Education

Background:

  • Effective prompting strategies are crucial for teaching new skills to individuals with intellectual disabilities.
  • Understanding how different prompting methods influence skill acquisition and maintenance is essential for evidence-based practice.
  • Previous research has explored various prompting hierarchies, but matching procedures to task-specific stimuli requires further investigation.

Purpose of the Study:

  • To investigate the impact of matching prompting procedures to the specific behavior chain being taught.
  • To compare the efficacy of least-to-most versus most-to-least prompting strategies across different types of tasks.
  • To analyze the effects of these matched prompting procedures on skill acquisition, generalization, and maintenance.

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Main Methods:

  • A multiple-baseline design across participants and a multiple-probe design across tasks were employed.
  • Three students with mild to moderate intellectual disabilities were taught four independent tasks.
  • Training involved either a least-to-most or a most-to-least prompting procedure, counter-balanced across participants and tasks.

Main Results:

  • Matching the prompting method to the training stimulus's discriminative stimulus (SD) significantly influenced skill acquisition and maintenance.
  • The most-to-least prompting method proved more efficient for acquiring and generalizing skills like making a lunch and playing a game.
  • The least-to-most prompting method was more effective for teaching social conversation and ordering food skills.

Conclusions:

  • Tailoring prompting procedures to the specific demands of a task and its natural stimuli enhances learning outcomes.
  • The choice of prompting strategy should be individualized based on the nature of the skill being taught.
  • This study highlights the importance of stimulus control in prompting and its differential effects on various skill domains.