Response Prompting as an ABA-Based Instructional Approach for Teaching Students with Disabilities

Autor/inn/en	Collins, Belva C.; Lo, Ya-yu; Park, Gwitaek; Haughney, Kathryn
Titel	Response Prompting as an ABA-Based Instructional Approach for Teaching Students with Disabilities
Quelle	In: TEACHING Exceptional Children, 50 (2018) 6, S.343-355 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059918774920
Schlagwörter	Behavior Modification; Prompting; Direct Instruction; Teaching Methods; Disabilities; Responses; Special Education Teachers; Skill Development; Instructional Effectiveness; Misconceptions; Program Implementation; Lesson Plans + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Benutzerführung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; Missverständnis; Lesson planning; Unterrichtsplanung
Abstract	Response-prompting procedures are a form of systematic direct instruction based on the principles of ABA. Researchers have identified six specific and distinct response-prompting procedures for teaching both academic and functional skills: (1) graduated guidance; (2) most-to-least prompting; (3) system of least prompts; (4) progressive time delay; (5) constant time delay; and (6) simultaneous prompting. In addition to being effective, response-prompting strategies can be an efficient way to teach. Response-prompting strategies often require less instructional time to implement than other procedures because instructors do not have to spend a lot of time correcting errors. Despite the reasons to use response-prompting procedures, there are a number of myths teachers may believe that can decrease their willingness to teach in this way. These include the belief that response prompting can be delivered only by a trained special education teacher in a special education classroom in a massed trial format when teaching discrete skills (e.g., teaching multiple repetitions of a one-step response, such as a sight word) in a one-to-one format. In reality, response-prompting procedures are more flexible and less regimented than what teachers may believe. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01