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Evaluating the Replicability of Flexible Prompt Fading for Teaching Tacts.

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Title: Evaluating the Replicability of Flexible Prompt Fading for Teaching Tacts.
Authors: Lee, Matthew S. (AUTHOR), Milne, Christine M. (AUTHOR), Ferguson, Julia L. (AUTHOR), Leaf, Justin B. (AUTHOR), Cihon, Joseph H. (AUTHOR)
Source: Education & Treatment of Children (Springer Nature). Mar2026, Vol. 49 Issue 1, p53-65. 13p.
Subjects: Autism spectrum disorders, Verbal behavior, Statistical reliability, Behavior analysts
Abstract: Flexible prompt fading (FPF) is a prompting system which is based upon the instructor's clinical judgment and in-the-moment assessment of variables that influence continual adjustments to the prompting hierarchy and prompt types used during teaching. To date, the studies evaluating FPF have made use of providing a list of guidelines to interventionists with many years of extensive training and experience with the implementation of FPF and discrete trial teaching alongside higher degrees of education (e.g., master's level, doctoral level). It is unclear if an interventionist with less experience can implement FPF effectively when provided with the same guidelines and instructions as in previous studies. The purpose of this study was to evaluate the effectiveness of FPF when implemented by an interventionist with less experience than those in previous FPF studies. A concurrent multiple baseline design was used to evaluate the replicability and efficacy of FPF for three children diagnosed with autism spectrum disorder. The results indicated that FPF was replicable with this interventionist and effective for teaching all three children to expressively label novel targets. [ABSTRACT FROM AUTHOR]
Copyright of Education & Treatment of Children (Springer Nature) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Flexible prompt fading (FPF) is a prompting system which is based upon the instructor's clinical judgment and in-the-moment assessment of variables that influence continual adjustments to the prompting hierarchy and prompt types used during teaching. To date, the studies evaluating FPF have made use of providing a list of guidelines to interventionists with many years of extensive training and experience with the implementation of FPF and discrete trial teaching alongside higher degrees of education (e.g., master's level, doctoral level). It is unclear if an interventionist with less experience can implement FPF effectively when provided with the same guidelines and instructions as in previous studies. The purpose of this study was to evaluate the effectiveness of FPF when implemented by an interventionist with less experience than those in previous FPF studies. A concurrent multiple baseline design was used to evaluate the replicability and efficacy of FPF for three children diagnosed with autism spectrum disorder. The results indicated that FPF was replicable with this interventionist and effective for teaching all three children to expressively label novel targets. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Education & Treatment of Children (Springer Nature) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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