Abstract
The benefit of permanent prompts depends on the extent to which their use is generalized. Previous research has demonstrated both control by and efficacy of pictorial prompts (e.g., Phillips & Vollmer, 2012). The present studies similarly evaluated stimulus control by textual prompts. Six school aged children with intellectual disabilities were taught to complete four 5-step instructional sets under the control of textual prompts. All 6 subjects showed some generalization to the final set. The results suggest that training served 1 of 3 purposes: (a) established control by the textual prompts or the ordinal sequence thereof, (b) addressed a reading deficit, or (c) addressed the lack of a motivating operation during baseline. Training a single task sequence may not be sufficient for acquisition of generalized textual instruction-following. However, establishing appropriate stimulus control by the textual prompts may facilitate acquisition of a generalized repertoire.
Original language | English (US) |
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Pages (from-to) | 1140-1160 |
Number of pages | 21 |
Journal | Journal of applied behavior analysis |
Volume | 52 |
Issue number | 4 |
DOIs | |
State | Published - Oct 1 2019 |
Keywords
- generalized instruction-following
- intellectual disabilities
- stimulus control
- textual prompts
ASJC Scopus subject areas
- Philosophy
- Applied Psychology
- Sociology and Political Science