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The Effectiveness and Efficiency of Simultaneous Prompting and Graduated Guidance in Teaching Discrete Skills to Childre

The Effectiveness and Efficiency of Simultaneous Prompting and Graduated Guidance in Teaching Discrete Skills to Children With Autism. Burcu Ulke-Kurkcuoglu, Ph.D . Elif Tekin- Iftar , Ph.D Research Institute for the Handicapped Anadolu University Eskisehir , Turkey

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The Effectiveness and Efficiency of Simultaneous Prompting and Graduated Guidance in Teaching Discrete Skills to Childre

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  1. The Effectiveness and Efficiency of Simultaneous Prompting and Graduated Guidance in Teaching Discrete Skills to Children With Autism Burcu Ulke-Kurkcuoglu, Ph.D. Elif Tekin-Iftar, Ph.D ResearchInstitutefortheHandicapped Anadolu University Eskisehir, Turkey E-mail: eltekin@anadolu.edu.tr

  2. The importance of providing systematic instruction to children with autism is evident in the literature. • Teachers/researchers search for the effective and efficient procedures to meet the needs of children with autism. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  3. Response Prompting Procedures • Graduated guidance and simultaneous prompting procedures are the two response prompting procedures which have been used for teaching children with autism frequently… • Graduated guidance is used in fading physical guidance (prompt) as the student’s performance improves. • Fading the intensity of prompting can be obtained by full physical prompting to shadowing. • During simultaneous prompting instruction, target stimuli and controlling prompt are delivered simultaneously. • Therefore, the student does not have an opportunity to respond independently during instruction and probe session is needed to test the transfer of stimulus control. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  4. Research which has used these procedures as sole independent variable consistently shown that these two procedures are effective in teaching various skills to children with autism (Akmanoglu &Batu, 2004; Akmanoglu-Uludag & Batu, 2005; Denny, Marchand-Martella, & Martella, 2001; MacDuff, Krantz, & McClannahan, 1993. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  5. Rationale • Although these two preocedures, graduated guidance and simultaneous prompting, are effective, there is no such study comparing the differential effects of both procedures in teaching discrete skills to children with autism. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  6. Purpose • Is to investigate the effectiveness and efficiency of graduated guidance and simultaneous prompting procedures in teaching names of community settings receptively and expressively. • Differential effects of these procedures in maintenance and generalization were also examined. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  7. Research Questions • Which response prompting procedure was more effective on teaching the receptive and expressive identification of the names of community settings to children with autism? • Which response prompting procedure was more efficient? • Is there a difference between these two response prompting procedures in terms of maintenance and generalization? • Which response prompting procedure resulted in higher gain in the acquisition of instructive feedback stimuli? 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  8. METHOD Participants: Threechildrenwith ASD. Age: 5-6 yearsold Gender: Allmale TheyallattendtoDevelopmentDisabilityUnit of ResearchInstitutefortheHandicapped at Anadolu University in Turkey. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  9. Settings Materials Ten picture cards for each student for the target behaviors and 10 for nontarget behaviors Twenty cards as for distraction Laminated pictures representing the community settings Handycam • A classrom designed for one on one instruction was used. • Besides, teachers and student no one was avaliable. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  10. Experimental Design Desing and Variables Reliability Reliability data was collected at least 20% of all experimental session IOA: 100% accuracy across students TI:99.7% across students • An adapted alternating treatments design was used. • DV: receptive or expressive naming of the community settings • IV: Graduated guidance and simultaneous prompting procedures 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  11. Procedures • Baselinesessions • İnterventions • maintenance probe sessions, and • generaliziation probe sessions were conducted. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  12. Baseline, Maintenance, and Generaliziation Probe Sessions • 15 trials were conducted. • Correct responses were reinforced, incorrect responses were ignored and the trials were re-provided. • Generalization was tested across persons and settings. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  13. Intervention Graduated Guidance Intervention Simultaneous Prompting Intervention 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  14. RESULTSEffectiveness Findings Emre Can 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  15. Ege 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  16. Efficiency Findings 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  17. Generalization Findings Generalization Acquisition of Instructive feedback 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  18. Conclusions • Both procedures seemed to be equally effective in teaching discrete skills to children with autism. • Graduated guidance seemed to be more efficient in two participants and simultaneous prompting procedure seemed to be more efficient in other participant. • No difference was found between maintenance and generalization of the skills. • A higher gain was obtained in the acquisition of instructive feedback during simultaneous prompting instruction in two participants. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  19. Recommendations • Teachers/therapist are recommended to use both procedures. • The same study will be conducted by teaching chained skills to children with autism in the future research. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

  20. References Akmanoglu, N., & Batu, S. (2004). Teaching pointing to numerals to individuals with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 39, 326-336. Akmanoglu-Uludag, N., & Batu, S. (2005). Teaching relative names to children with autism using simultaneous prompting. Education and Training in Developmental Disabilities, 40, 401-410. Denny, M., Marchand-Martella, N., & Martella, R. C. (2001). Using parent-delivered graduated guidance to teach functional living skills to a child with Cri du Chat syndrome. Education and Treatment of Children, 23, 441-454. MacDuff, G. S., Krantz, J. P., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89-97. 5th Annual ABAI Autism Conference: New Tools for Translating Science to Practice 28-30 January 2001, Washington DC

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