Abstract
This study compared flexible prompt fading to an error correction procedure involving feedback and remedial trials for teaching four children with Autism Spectrum Disorder. Using a parallel treatment design nested into a multiple probe design, researchers taught each participant how to expressively label six pictures of Muppet characters with the flexible prompt fading procedure and six pictures of Muppet characters with the error correction procedure. The researchers evaluated the effectiveness, maintenance, efficiency, and acquisition during teaching for each participant across the two teaching conditions. Results indicated that both teaching procedures were effective, resulted in high rates of maintenance, and that participants responded correctly during the majority of teaching trials. However, flexible prompt fading was more efficient in terms of total number of trials and sessions, as well as total amount of time for participants to learn all targeted skills.
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We wish to thank Jeremy A. Leaf, Christine Miline, Amy Lentel, Marlene Brown, and Amanda Kwok for their help running sessions throughout the study. We wish to thank Shelli Imfeld, Julie Stiglich, and Cliff Anderson for their help throughout the project. Finally, we wish to thank Misty L. Oppenheim-Leaf for her insight on previous versions of this manuscript.
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Leaf, J.B., Leaf, R., Taubman, M. et al. Comparison of Flexible Prompt Fading to Error Correction for Children with Autism Spectrum Disorder. J Dev Phys Disabil 26, 203–224 (2014). https://doi.org/10.1007/s10882-013-9354-0
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DOI: https://doi.org/10.1007/s10882-013-9354-0