Four methods for response prompting and fading are reviewed: increasing assistance, decreasing assistance, graduated guidance, and time delay. Comparative investigations involving these methods are discussed, and recommendations for practitioners and for future research are included. (Author/JDD)

This paper reviews 31 studies which directly compared two or more instructional strategies used with students who display moderate to severe handicaps. The efficiency and effectiveness of 13 strategies are reported, including error manipulation strategies, response prompting strategies, naturalistic teaching strategies, and stimulus modification…

The study investigated the comparative effectiveness of the graduated guidance and time delay response prompting techniques when utilized as part of instructional interventions with students with severe disabilities. A replicated single subject, repeated measure design was used with seven subjects, aged 13-21. No significant differences were found…

Two experiments compared effects of play initiation training on subsequent social interactions between preschool/kindergarten students with severe disabilities and their nonhandicapped peers within play contexts. Training the disabled child in social initiation and play skills was more effective than providing awareness activities and rewards to…

Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers…