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Teaching students with moderate to severe disabilities: Use of response prompting strategies. White Plains, NY: Longman Publishing Group. Wolery, M., & Gast, D. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education, 4, 52–77. Wolery, M., Gast, D. L., Kirk, K., & Schuster, J. (1988). Fading extra stimulus prompts with autistic children using time delay. Education and Treatment of Children, 11, 29–44. Received: 7 September 2010 Initial Acceptance: 5 November 2010 Final Acceptance: 15 December 2010 Video Prompting and Developmental Disabilities / 527
Education and Training in Autism and Developmental Disabilities, 2011, <strong>46</strong>(4), 528-543 © <strong>Division</strong> on Autism and Developmental Disabilities Simultaneous Prompting: An Instructional Strategy for Skill Acquisition Rebecca E. Waugh, Paul A. Alberto, and Laura D. Fredrick Georgia State University Abstract: Errorless learning is an instructional approach designed to eliminate and/or reduce the number of errors students produce in traditional trial-and-error approaches (Mueller, Palkovic, & Maynard, 2007). Various response prompting strategies are employed to produce errorless learning. Simultaneous prompting is an errorless learning strategy that has a growing body of literature to support its use spanning two decades. This paper provides a comprehensive review of the literature including (a) skills targeted for instruction, (b) populations targeted for instruction, (c) strengths and weaknesses of simultaneous prompting, and (d) future areas of research. Errorless learning is an instructional approach designed to reduce the number of errors students make in traditional trial-anderror approaches (Mueller, Palkovic, & Maynard, 2007). During errorless learning procedures stimulus control is transferred from the controlling prompt to the discriminative stimulus. This transfer is achieved through the use of response prompting strategies. Response prompting strategies consist of additional information which results in the correct response being emitted (Wolery, Ault, & Doyle, 1992). The underlying purpose of errorless learning is the transfer of stimulus control from a response prompt to the natural stimulus. Wolery and Gast (1984) identified four common response prompting strategies that commonly are employed to transfer stimulus control: (a) most-to-least prompts, (b) least-tomost prompts, (c) graduated guidance, and (d) time delay. Most-to-least prompts consists of employing the most intrusive prompt needed to assist the student in emitting the correct response and fading the intensity of the prompt until the student is correctly responding to the discriminative stimulus independently. Least-to-most prompts provide the Correspondence concerning this article should be addressed to Rebecca E. Waugh, Georgia State University, Department of Educational Psychology and Special Education, PO Box 3979, Atlanta, GA 30302-3979. Email: rwaugh1@gsu.edu student with an opportunity to respond independently to the discriminative stimulus. If the student responds incorrectly a prompt is provided which gradually increases in intensity until the student responds correctly to the discriminative stimulus. “Graduated guidance is a technique combining physical guidance and fading in which the physical guidance is systematically and gradually reduced and then faded completely” (Foxx, 1982, p. 129). Graduate guidance relies heavily on the teacher’s judgment whether or not a prompt is required or the degree of prompt required. There are two forms of graduated guidance. During one form a teacher shadows a student’s movement when teaching a task to provide guidance during each step or to remove the physical prompt. During a second form of graduated guidance the teacher may provide constant contact but gradually and systematically reduce the intrusiveness and placement of the prompt (Foxx, 1981; Wolery & Gast, 1984). Time delay is the fourth common response prompting strategy which results in near errorless learning by transferring stimulus control from a controlling prompt to the discriminative stimulus by inserting a delay between the presentation of the discriminative stimulus and the controlling prompt (Snell & Gast, 1981; Touchette, 1971). Two forms of time delay are reported in the literature, progressive time delay (PTD) and constant time delay (CTD). During PTD a systematically increased 528 / Education and Training in Autism and Developmental Disabilities-December 2011
Page 1 and 2: Education and Training in Autism an
Page 3 and 4: March 2012 Manuscripts Accepted for
Page 5 and 6: new line of research, the review ho
Page 7 and 8: TABLE 1—(Continued) Overview of H
Page 9 and 10: TABLE 1—(Continued) Overview of H
Page 11 and 12: Figure 1. MP3 Player (Model: SM-320
Page 13 and 14: Figure 3. Sony-Ericsson K800. Retri
Page 15 and 16: computer with three middle school s
Page 17 and 18: Figure 6. Video iPod. Apple, Inc. h
Page 19 and 20: example, in contrast to previous st
Page 21 and 22: using public transportation. Device
Page 23 and 24: accessible software to increase ind
Page 25 and 26: (14.3%), a unique curriculum (13.8%
Page 27 and 28: TABLE 1 Student Characteristics Stu
Page 29 and 30: eos” was highlighted. Students th
Page 31 and 32: ment was 100% for baseline and main
Page 33 and 34: Figure 3. Percentage of independent
Page 35 and 36: how to program and operate the equi
Page 37 and 38: Individuals with Disabilities Educa
Page 41 and 42: TABLE 1 Video Prompting Studies Con
Page 43 and 44: TABLE 1—(Continued) Video Prompti
Page 45 and 46: Length of video clips. Researchers
Page 47 and 48: to learn three cooking tasks. Resul
Page 49 and 50: Van Laarhoven and Van Laarhoven-Mye
Page 51: Dogoe, M., & Banda, D. R. (2009). R
Page 55 and 56: TABLE 1 Summary of Demographic and
Page 57 and 58: TABLE 2 Summary of Outcome Variable
Page 59 and 60: with students in preschool (Akmanog
Page 61 and 62: with MoID acquiring some of their p
Page 63 and 64: Vocational task. To date one study
Page 65 and 66: ed; thereby adding to the amount of
Page 67 and 68: Retardation and Developmental Disab
Page 71 and 72: TABLE 1 Student Demographic Informa
Page 73 and 74: Figure 1. Example of the mini-poste
Page 75 and 76: Experimental Design This study empl
Page 77 and 78: intervention sessions was 75.55% de
Page 79 and 80: help continue maximum skill profici
Page 83 and 84: at the same time, or did not respon
Page 85 and 86: Figure 1. Correct responses for Joe
Page 87 and 88: sponses for each skill. No trends w
Page 89 and 90: then be used as a template for quic
Page 91 and 92: 2007). Choice making initiates the
Page 93 and 94: making choices is clearly not in th
Page 95 and 96: epeated until stable choice pattern
Page 97 and 98: transportation, commitment) to prov
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TABLE 1 Studies Listed According to
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TABLE 1—(Continued) Studies Liste
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(i.e., MSW) and duration-based (i.e
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2008), and increasing adaptive beha
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port difficulty implementing the in
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of a preferred item while continuin
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Kreiner, J., & Flexer, R. (2009). A
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Education and Training in Autism an
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autism on the CARS. Regarding socia
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other effect size measures and with
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quests during baseline sessions. Du
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ulation was generally clear and he
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communication training as a treatme
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encing allergy symptoms (one partic
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Assessments Preference assessment.
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Interobserver agreement. A second o
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challenging behavior in the presess
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tion of the preferred item signaled
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ior: An analysis of the literature.
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moderate intellectual disabilities
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Effects of the STAR intervention pr
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Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
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computer-based instruction program.
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sight words to students with mental
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Mastropieri, M. A. (2009). See cita
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262. Noyes, D. A., & Sax, C. L. (20
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Rispoli, M. (2009). See citation #1
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Sparks, S. (2010). See citation #87
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Vlaskamp, C. (2008). See citation #
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INDEX—VOLUME 46,
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Runes, Sandra. See Hausmann-Stabile
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Review of video prompting studies w
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Look! I'm in College! DVD Look, I
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13th International Conference on Au
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