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| Instructional Effectiveness | 2 |
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| Journal of Autism and… | 3 |
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Comparison of Response Prompting Procedures in Teaching Numeral Identification to Autistic Subjects.
Peer reviewedAult, Melinda Jones; And Others – Journal of Autism and Developmental Disorders, 1988
The study compared the effectiveness and efficiency of constant time delay and system of least prompts in teaching two eight-year-old students with autism to name numerals. Results indicated that both procedures were effective but the constant time-delay procedure was more efficient with these two subjects. (Author/DB)
Descriptors: Autism, Cues, Elementary Education, Instructional Effectiveness
Peer reviewedNelson, David L.; And Others – Journal of Autism and Developmental Disorders, 1980
A color coded "extra prompt" procedure was compared to a "no extra prompt" procedure in teaching 20 autistic children and adolescents how to lace shoes. (Author/SB)
Descriptors: Adolescents, Autism, Children, Cues
Peer reviewedBerkowitz, Susan – Journal of Autism and Developmental Disorders, 1990
Two methods of prompting were compared for their relative effectiveness in teaching a group of autistic students, age 12-20, to discriminate line drawings used in picture communication books. Students required fewer trials to criterion and made significantly fewer errors in the delayed-prompting technique compared to the fading-of-prompts design.…
Descriptors: Autism, Communication Aids (for Disabled), Cues, Instructional Effectiveness
