Three groups of kindergarten children received four training trials and a word-recognition test with 15 words in a beginning-reading task. The prompting-and-fading and the no-prompting groups performed similarly on word recognition after training and scored significantly higher than the prompting-only group. (Author)

The selective attention model was used to explain effects of overprompting students (N=170) provided with study questions adjunct to a complex flow diagram describing scientific cyclical schema. Strongly prompting students to answers of questions was less effective than an unprompted question treatment, suggesting that prompting techniques be used…

Prompts used by mathematics teachers are categorized into the following three major orientations: 1) motivation; 2) process; and 3) product. The structure of each type of prompt is broken into sub-categories and discussed with examples. This analysis is viewed as the first step towards teacher training for prompting skills. (MP)

A study analyzed the effects of two initiation techniques on community leisure participation during free time for six adults with mild to moderate mental retardation. The two interventions, calendar and telephone prompts, were both found to have a positive relationship with the initiation of community leisure activities. (Author/CR)

Discusses writing instruction and the use of educational computer programs; provides a theoretical framework that includes cognitive tool partnerships, learning theory, writing research, and the Vygotskian theory of mediated learning; and describes a prompting tool that used the macro language of IBM's WordPerfect with college and middle school…

A study assessed the efficacy of a written script/cue card program to teach conversational speech skills to three verbal, literate boys (ages 8-10) with autism. Initially boys demonstrated low frequencies of conversational speech. Following intervention, all three quickly met the training criteria and maintained correct responding without cue…

The effects of instructional strategies on the academic performance of four children with learning disabilities were examined using brief multielement designs. Instructional strategies included follow along/sound out, verbal rehearsal, verbal outline, and rhyming words/sample spelling. Manipulation of the instructional strategies was useful in…

Three low-achieving third-grade children were exposed to "report-do-report" correspondence training as a reinforcement program to improve academic performance. Intervention involved teaching the children to prompt praise following completing math work, in both training and classroom settings. Students also reported planned behaviors in their…

Three mentally handicapped students (aged 13, 36, and 40) with maladaptive speech received training to answer questions with verbal labels. The results of their cues-pause-point training showed that the students replaced their maladaptive speech with correct labels (answers) to questions in the training setting and three generalization settings.…

This paper discusses guidelines for devising a hierarchy when fading response prompts in training individuals with developmental disabilities. Existing guidelines are seen as poorly defined, inconsistent, and lacking both theoretical and experimental support. An alternative theoretical account is proposed which suggests that prompts in a hierarchy…

This study evaluated a computer-assisted instructional program employing a constant time delay prompting procedure to teach spelling of abbreviations to four adolescents with mild learning disabilities. The program was found effective, and training generalized to hand-written performance in both a special and general education setting. (Author/DB)

This case study describes initially unsuccessful attempts to use the delayed-cue procedure to teach conditional discriminations to a 25-year-old male with moderate mental retardation. The subject typically waited for the delayed cue unless differential responses to the dictated samples (repeating the sample names) were required. (Author/DB)

Three adolescents with severe mental retardation were trained to request snacks from visible three-item snack sets. During subsequent stimulus control assessment sessions, one subject requested food items when no food items were present, two frequently requested a missing item when the two other items were visible, and all subjects requested…

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities (n=6). Results indicated that social interaction continued at the levels found during intervention and was maintained during a short maintenance period. (Author/DB)

This study found that use of a simultaneous prompting procedure was effective in training expressive object identification to three preschool students with developmental delays. The acquired identifications were maintained up to three weeks and generalized across persons and materials at high rates. (Author/JDD)