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…

The study compared the effectiveness of a traditional training procedure (least-to-most restrictive prompt sequence) and a prescriptive training procedure (utilizing ongoing behavioral assessment data to identify discriminative stimuli) with four severely/multiply handicapped students (ages 11-19). Results indicated both procedures were effective…

This case study describes initially unsuccessful attempts to use the delayed-cue procedure to teach conditional discriminations to a 25-year-old male with moderate mental retardation. The subject typically waited for the delayed cue unless differential responses to the dictated samples (repeating the sample names) were required. (Author/DB)