A Comparison of Simultaneous Prompting and Flexible Prompt Fading in Teaching Autistic Children to Label Stimulus Sets.
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...
| Publicado en: | Behavioral Interventions Vol. 41; no. 3; pp. 1 - 17 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=195624337&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 195624337 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10720847 BUJ jtl: Behavioral Interventions issn: 10720847 maglogo: Y pubinfo: dt: Jul2026 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 195624337 195624337 195624337 10.1002/bin.70126 195624337 ppf: 1 ppct: 16 formats: tig: atl: A Comparison of Simultaneous Prompting and Flexible Prompt Fading in Teaching Autistic Children to Label Stimulus Sets. aug: au: Fuhrmann‐Knowles, Angela Ferguson, Julia Leaf, Justin B. Cihon, Joseph H. affil: Endicott College, Beverly Massachusetts,, USA sug: subj: Autism Spectrum Disorder Education Teaching Methods Learning Methods Cues Play and Playthings Educational Measurement Evaluation Human Male Female Child, Preschool Child Validation Studies Comparative Studies Descriptive Statistics Experimental Studies Task Performance and Analysis Child Behavior Health Education Skill Acquisition Feedback Clinical Reasoning Language Development Communication Skills Child Development Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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