Abstract
Utilizing four pairs of preschoolers with Down's Syndrome, the efficacy of two prompt fading procedures was compared during instruction of two self-help skills. In addition, the efficacy of observational learning was examined. Within a modified multiple baseline and multi-element design, one member of each pair received direct instruction on two skills. One skill was taught using a decreasing assistance prompting procedure, the other using a graduated guidance procedure. The other child was prompted to observe instruction, but not taught directly. Procedure and task were counter-balanced, the reliability of scoring and the social validity of outcomes were estimated, and the integrity of procedural implementation was examined. Results indicate that both procedures were effective in increasing the target behaviors. Surprisingly, children who only observed also acquired both tasks. Results generalized across assessors and were maintained across time. Implications for instructional planning for individuals who are mentally retarded are discussed.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call