Education and Training in Developmental Disabilities - Division on ...

Figure 3. Graph of students’ performance, circles: verbal response; squares: motor response.
the computer. It appeared that students did
not underst<strong>and</strong> that they were expected to
respond to the question prior to see<strong>in</strong>g the
screen with photographs of three items paired
with the verbal record<strong>in</strong>g nam<strong>in</strong>g each item.
After 12 trials for each student, a verbal direction,
“What do you say?” was <strong>in</strong>serted by the
56 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-March 2005
<strong>in</strong>structor follow<strong>in</strong>g the cashier’s question.
Figure 3 <strong>in</strong>dicates an immediate <strong>in</strong>crease <strong>in</strong>
percentage of correct responses for each student
follow<strong>in</strong>g the adaptation (<strong>in</strong>dicated by
two slash marks on the graph).
Number of errors after the prompt was also
calculated. Dur<strong>in</strong>g 0 s delay, no errors oc-