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Comparing No-No Prompt to Flexible Prompt Fading to Teach Expressive Labels to Individuals Diagnosed with Autism Spectrum Disorder

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Title: Comparing No-No Prompt to Flexible Prompt Fading to Teach Expressive Labels to Individuals Diagnosed with Autism Spectrum Disorder
Language: English
Authors: Leaf, Justin B., Cihon, Joseph H., Ferguson, Julia L., Leaf, Ronald, McEachin, John
Source: Education and Training in Autism and Developmental Disabilities. Sep 2019 54(3):274-287.
Availability: Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Peer Reviewed: Y
Page Count: 14
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Clinical Diagnosis, Autism, Pervasive Developmental Disorders, Children, Instructional Effectiveness, Athletes, Prompting, Cues, Adjustment (to Environment), Behavior Rating Scales, Cognitive Development, Intelligence Tests, Young Children, Verbal Ability, Vocabulary, Pictorial Stimuli
Geographic Terms: California
Assessment and Survey Identifiers: Vineland Adaptive Behavior Scales, Wechsler Preschool and Primary Scale of Intelligence, Expressive One Word Picture Vocabulary Test, Peabody Picture Vocabulary Test
ISSN: 2154-1647
Abstract: This study compared no-no prompt to flexible prompt fading to teach four children diagnosed with autism spectrum disorder expressive labels. Using an adapted alternating treatment design, we evaluated the effectiveness of both systems to teach each participant to expressively label 10 pictures of athletes. The researchers evaluated the effectiveness, preference, and responding during teaching trials and probe trials for each participant across the two teaching conditions. Results indicated that both prompting procedures were effective, that no-no prompt was more preferred than flexible prompt fading for the majority of participants, and that flexible prompt fading resulted in a higher percentage of correct responding during teaching trials. The results are discussed as it applies to clinical implications and areas for future research.
Abstractor: As Provided
Entry Date: 2019
Access URL: https://daddcec.org/Publications/ETADDJournal.aspx
Accession Number: EJ1226030
Database: ERIC
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  Data: Comparing No-No Prompt to Flexible Prompt Fading to Teach Expressive Labels to Individuals Diagnosed with Autism Spectrum Disorder
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Training+in+Autism+and+Developmental+Disabilities%22"><i>Education and Training in Autism and Developmental Disabilities</i></searchLink>. Sep 2019 54(3):274-287.
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  Data: Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
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  Data: This study compared no-no prompt to flexible prompt fading to teach four children diagnosed with autism spectrum disorder expressive labels. Using an adapted alternating treatment design, we evaluated the effectiveness of both systems to teach each participant to expressively label 10 pictures of athletes. The researchers evaluated the effectiveness, preference, and responding during teaching trials and probe trials for each participant across the two teaching conditions. Results indicated that both prompting procedures were effective, that no-no prompt was more preferred than flexible prompt fading for the majority of participants, and that flexible prompt fading resulted in a higher percentage of correct responding during teaching trials. The results are discussed as it applies to clinical implications and areas for future research.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 274
    Subjects:
      – SubjectFull: Clinical Diagnosis
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
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      – SubjectFull: Children
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Athletes
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      – SubjectFull: Prompting
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      – SubjectFull: Cues
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      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: Behavior Rating Scales
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      – SubjectFull: Cognitive Development
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      – SubjectFull: Intelligence Tests
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      – SubjectFull: Young Children
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      – SubjectFull: Verbal Ability
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      – SubjectFull: Vocabulary
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      – SubjectFull: Pictorial Stimuli
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      – SubjectFull: California
        Type: general
      – SubjectFull: Vineland Adaptive Behavior Scales
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      – SubjectFull: Wechsler Preschool and Primary Scale of Intelligence
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      – SubjectFull: Expressive One Word Picture Vocabulary Test
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      – SubjectFull: Peabody Picture Vocabulary Test
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      – TitleFull: Comparing No-No Prompt to Flexible Prompt Fading to Teach Expressive Labels to Individuals Diagnosed with Autism Spectrum Disorder
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            NameFull: Leaf, Ronald
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