| Sumario: | The purpose of this study was to compare simultaneous prompting (SP) to flexible prompt fading (FPF) for teaching three autistic children to label various stimuli. Utilizing a parallel treatments design, three participants were taught to label stimuli (i.e., superheroes, pop stars) selected by their case supervisors. A total of 12 stimuli were taught to participants; six stimuli were assigned to be taught using SP and six stimuli were assigned to be taught using FPF. Effectiveness, efficiency, and maintenance were assessed across both prompting methods. The results indicated that FPF was more effective in terms of total sets mastered across participants. SP was more efficient regarding the total number of sessions and trials to mastery, although results were mixed regarding instructional time per session and total instructional time across stimulus sets. The average maintenance scores for FPF were greater than SP, although results were also found to be idiosyncratic across participants.
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