Comparison of Instructional Methods with and without Physical Guidance When Teaching Chained Tasks
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| Title: | Comparison of Instructional Methods with and without Physical Guidance When Teaching Chained Tasks |
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| Language: | English |
| Authors: | Kimberly R. Ford (ORCID |
| Source: | Education and Treatment of Children. 2026 49(2):179-198. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Comparative Analysis, Teaching Methods, Instructional Effectiveness, Guidance, Behavior Modification, Young Children, Autism Spectrum Disorders, Behavior Problems, Intervention, Behavior Change, Daily Living Skills, Training Methods |
| DOI: | 10.1007/s43494-025-00173-0 |
| ISSN: | 0748-8491 1934-8924 |
| Abstract: | Physical guidance is a common intervention component; however, in some situations, physical guidance may be contraindicated (e.g., client of larger stature, hands-off school policy, caregiver physical limitations, history of physical abuse). In this study, we evaluated the effectiveness of the multiple opportunity probe (MOP) as an alternative intervention to physical guidance to teach chained tasks with three school-aged participants (range: 5-9 years). Participants were all diagnosed with autism spectrum disorder (ASD) and engaged in escape-maintained unsafe and interfering behavior. An adapted-alternating treatment design was used to teach three equally matched arbitrary tasks to evaluate the effectiveness of the MOP as an alternative instructional method. Data were collected on the percentage of correct steps completed independently, rate of unsafe and interfering behavior, and social validity (i.e., participant and therapist preference for the two instructional methods). All participants mastered tasks more efficiently with the MOP and displayed lower rates of unsafe and interfering behavior. Preference varied between participants, with idiosyncratic variables influencing participant preference. A Likert-type social validity survey found that all therapists preferred the MOP over physical guidance. This study provides evidence of an effective alternative when physical guidance is contraindicated that may provide a safer and socially valid way to teach chained tasks. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1517755 |
| Database: | ERIC |
| Abstract: | Physical guidance is a common intervention component; however, in some situations, physical guidance may be contraindicated (e.g., client of larger stature, hands-off school policy, caregiver physical limitations, history of physical abuse). In this study, we evaluated the effectiveness of the multiple opportunity probe (MOP) as an alternative intervention to physical guidance to teach chained tasks with three school-aged participants (range: 5-9 years). Participants were all diagnosed with autism spectrum disorder (ASD) and engaged in escape-maintained unsafe and interfering behavior. An adapted-alternating treatment design was used to teach three equally matched arbitrary tasks to evaluate the effectiveness of the MOP as an alternative instructional method. Data were collected on the percentage of correct steps completed independently, rate of unsafe and interfering behavior, and social validity (i.e., participant and therapist preference for the two instructional methods). All participants mastered tasks more efficiently with the MOP and displayed lower rates of unsafe and interfering behavior. Preference varied between participants, with idiosyncratic variables influencing participant preference. A Likert-type social validity survey found that all therapists preferred the MOP over physical guidance. This study provides evidence of an effective alternative when physical guidance is contraindicated that may provide a safer and socially valid way to teach chained tasks. |
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| ISSN: | 0748-8491 1934-8924 |
| DOI: | 10.1007/s43494-025-00173-0 |
