Response Prompting as an ABA-Based Instructional Approach for Teaching Students With Disabilities

Collins, Belva C.; Lo, Ya‐yu; Park, Gwitaek; Haughney, Kathryn

doi:10.1177/0040059918774920

Cited by 19 publications

(15 citation statements)

References 17 publications

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“…These procedures are implemented for teaching taking the toys, starting the tools such as go talk button, pointing the written script, and facing to the conversation partner during scripting. For graduated guidance, prompts are delivered from most to least hierarchy based on momentary decisions, while they are delivered from least to most hierarchy based on incorrect or no responses for least-to-most prompting procedure (Collins et al, 2018).…”

Section: Scripting and Script Fading: Significance Advantages And Res...mentioning

confidence: 99%

Sosyal Etki̇leşi̇m Beceri̇leri̇ni̇n Öğreti̇mi̇nde Repli̇k Si̇li̇kleşti̇rme Uygulamasi

Kürkçüoğlu

Topuz

2022

Trakya Eğitim Dergisi

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ÖZ:Otizm spektrum bozukluğu olan bireylerin tanılanmasında en temel ölçütlerden biri, sosyal etkileşim ve iletişim alanındaki yetersizliklerdir. Sosyal iletişim yetersizlikleri arasında sözel iletişim davranışları olarak sosyal girişim ve sosyal karşılıklılık sorunları öne çıkmaktadır. Alanyazında sözel iletişim becerilerindeki yetersizliklerin üstesinden gelmeye yönelik kanıt temelli uygulamalardan biri olan replik silikleştirme uygulaması etkili olarak kullanılmaktadır. Ancak ülkemizde konuya ilişkin sınırlı sayıda çalışma bulunmakta ve alanda replik silikleştirmenin sınırlı düzeyde kullanıldığı görülmektedir. Bu çalışmanın amacı, sosyal iletişim becerilerinin öğretiminde, replik silikleştirme uygulamasının uzmanlar, öğretmenler ve aileler tarafından yaygın kullanımını sağlamak ve ileri araştırma sayısını arttırmaya yönelik araştırmacıları teşvik etmek için bu uygulamayı hem araştırma hem de uygulama açısından ele almaktır. Çalışmanın sonunda replik silikleştirme uygulamasının temel öğelerine ve uygulamasına ilişkin açıklamalar ışığında çeşitli önerilerde bulunulmaktadır.

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Section: Scripting and Script Fading: Significance Advantages And Res...mentioning

confidence: 99%

Sosyal Etki̇leşi̇m Beceri̇leri̇ni̇n Öğreti̇mi̇nde Repli̇k Si̇li̇kleşti̇rme Uygulamasi

Kürkçüoğlu

Topuz

2022

Trakya Eğitim Dergisi

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“…Prompting strategies may include time delay, least-to-most prompting, or most-to-least prompting (Collins, Lo, Park, & Haughney, 2018). The selection of a prompting strategy should be made with consideration of a student’s current repertoire.…”

Section: Implementing Functional Communication Trainingmentioning

confidence: 99%

My Student Cannot Wait! Teaching Tolerance Following Functional Communication Training

Muharib

Pennington

2019

Beyond Behavior

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Functional communication training (FCT) involves the reinforcement of an appropriate communicative response as an alternative to challenging behavior. The intervention has been identified as an evidence-based practice across multiple populations. Despite its extensive research support, FCT may be impractical in some educational settings because it often requires educators to reinforce alternative responses at high rates. In this discussion article, we describe three procedures (delay to reinforcement, chained schedules of reinforcement, and multiple schedules of reinforcement) that can be used following FCT in educational settings to teach students who exhibit challenging behaviors to tolerate waiting for a reinforcer.

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“…Systematic prompting procedures are grounded in the principles of applied behavior analysis and involve the delivery of verbal, visual, gestural, and/or physical assistance that enables the learner to acquire or engage in a targeted behavior or skill. Researchers have identified five types of effective systematic prompting procedures: (a) least-to-most prompting, (b) most-to-least prompting, (c) simultaneous prompting, (d) constant time delay, and (e) progressive time delay (Collins et al, 2018). Least-to-most and most-to-least prompting use a hierarchy of prompts.…”

mentioning

confidence: 99%

“…Simultaneous prompting, constant time delay, and progressive time delay do not use a hierarchy of prompts, but rather use a single controlling prompt-the least intrusive prompt that consistently results in the correct response. In simultaneous prompting, the instructor presents the cue for the student to engage in the behavior and then immediately provides the controlling prompt (i.e., 0-s delay; Collins et al, 2018). In time delay, the instructor provides the controlling prompt after a specified time has passed.…”

mentioning

confidence: 99%

See 1 more Smart Citation

A Systematic Review of Training Educators to Implement Response Prompting

Shawbitz

Brock

2022

Teacher Education and Special Education: The Journal of the Tea

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Systematic prompting is a versatile evidence-based practice that can improve a range of outcomes for students with disabilities, but many teachers and paraeducators are not familiar with systematic prompting or may struggle with implementation. In this systematic review, the authors identified 28 articles that evaluated training practices for school practitioners implementing systematic prompting procedures in school settings. Fifteen studies focused on paraeducators and 13 on teachers, with an increased focus on paraeducators in more recently published studies. The authors found that a variety of training approaches were effective, and that all studies included two core strategies: didactic instruction and performance feedback. These two strategies represent only a subset of recommended practices from the broader staff training literature but may be sufficient for training basic practices like systematic prompting. Future research is needed to directly compare training approaches and identify the most efficient means for enabling educators to implement systematic prompting with fidelity.

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Response Prompting as an ABA-Based Instructional Approach for Teaching Students With Disabilities

Cited by 19 publications

References 17 publications

Sosyal Etki̇leşi̇m Beceri̇leri̇ni̇n Öğreti̇mi̇nde Repli̇k Si̇li̇kleşti̇rme Uygulamasi

Sosyal Etki̇leşi̇m Beceri̇leri̇ni̇n Öğreti̇mi̇nde Repli̇k Si̇li̇kleşti̇rme Uygulamasi

My Student Cannot Wait! Teaching Tolerance Following Functional Communication Training

A Systematic Review of Training Educators to Implement Response Prompting

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