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Direct linkLeaf, Justin B.; Sheldon, Jan B.; Sherman, James A. – Journal of Applied Behavior Analysis, 2010
This study compared no-no prompting procedures to simultaneous prompting procedures for 3 children with autism. Using a parallel treatments design, researchers taught rote math skills, receptive labels, or answers to "wh-" questions with both prompting systems. Results indicated that no-no prompting was effective in teaching all skills. By…
Descriptors: Autism, Prompting, Discrimination Learning, Mathematics Skills
