ERIC Number: EJ1016623
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Comparison of Prompting Strategies on the Acquisition of Daily Living Skills
Sabielny, Linsey M.; Cannella-Malone, Helen I.
Education and Training in Autism and Developmental Disabilities, v49 n1 p145-152 Mar 2014
Determining the most effective prompting strategies to be used for individuals with significant intellectual disability can assist in the acquisition of skills, reduction of errors, and avoidance of prompt dependency. However, few studies have directly compared the effects of different prompting strategies to determine which are the most effective. In the present study, physical only and physical plus vocal prompting strategies were compared to determine if one led to more efficient acquisition of two folding tasks than the other. An alternating treatments design was used with two individuals with significant intellectual disability, whereby the prompting strategies were counterbalanced across folding a shirt and folding a pair of pants. Results demonstrated that both strategies were equally effective for one participant, whereas the physical only prompting strategy may have been the more effective strategy for the second participant. The results suggest that pairing vocal instructions with a physical prompting strategy neither inhibits nor assists the acquisition of daily living skills for individuals with significant intellectual disability.
Descriptors: Daily Living Skills, Prompting, Teaching Methods, Verbal Communication, Severe Mental Retardation, Special Schools, Task Analysis, Skill Development, Early Adolescents
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004
Grant or Contract Numbers: N/A