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Comparison of Simultaneous Prompting to Error Correction for Children with Autism Spectrum Disorder

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Bibliographic Details
Title: Comparison of Simultaneous Prompting to Error Correction for Children with Autism Spectrum Disorder
Language: English
Authors: Aljohani, Wafa A., Javed, Asim (ORCID 0000-0001-9892-2537), Ferguson, Julia L., Cihon, Joseph H., Milne, Christine M., Leaf, Justin B.
Source: Focus on Autism and Other Developmental Disabilities. Jun 2022 37(2):83-95.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Prompting, Error Correction, Students with Disabilities, Autism, Pervasive Developmental Disorders, Instructional Effectiveness, Young Children, Teaching Methods, Intervention, Expressive Language, Skill Development
Assessment and Survey Identifiers: Wechsler Preschool and Primary Scale of Intelligence, Vineland Adaptive Behavior Scales, Social Responsiveness Scale, Expressive One Word Picture Vocabulary Test, Peabody Picture Vocabulary Test
DOI: 10.1177/10883576211036429
ISSN: 1088-3576
Abstract: This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1339975
Database: ERIC
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Description
Abstract:This study compared simultaneous prompting with an error correction procedure for teaching three children diagnosed with autism spectrum disorder expressive labels. Using a parallel treatment design nested within a multiple probe design, the researchers taught each participant how to expressively label pictures of sports teams or cartoon characters using either simultaneous prompting or an error correction procedure. The goal was to evaluate the effectiveness, efficiency, and acquisition during teaching for each participant across the two conditions. Results indicated that both teaching procedures were effective, with high rates of maintenance, and all participants responded correctly during the majority of teaching trials.
ISSN:1088-3576
DOI:10.1177/10883576211036429