A comparison of prompting methods to teach sight words to students with autism spectrum disorder

Sophie Klaus; Michael D. Hixson; Daniel D. Drevon; Christie Nutkins

doi:10.1002/bin.1667

A comparison of prompting methods to teach sight words to students with autism spectrum disorder

Sophie Klaus, Michael D. Hixson, Daniel D. Drevon, Christie Nutkins

Psychology

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

Time delay procedures are one of the most commonly used and effective strategies for teaching sight words to learners with disabilities. However, less is known about whether they are differentially effective and efficient with learners. This study compared the effectiveness and efficiency of progressive time delay and simultaneous prompting on sight word acquisition among three learners with autism spectrum disorder using an adapted alternating treatments design across word sets. For two participants, both procedures led to skill acquisition with no clear differences in efficiency. For the remaining participant, neither procedure was effective; therefore, the reading task was changed to a receptive one, and a stimulus fading intervention package was implemented.

Original language	English
Pages (from-to)	352-365
Number of pages	14
Journal	Behavioral Interventions
Volume	34
Issue number	3
DOIs	https://doi.org/10.1002/bin.1667
State	Published - Jul 2019

Keywords

autism spectrum disorder
progressive time delay
sight words
simultaneous prompting
stimulus fading

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This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1002/bin.1667

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title = "A comparison of prompting methods to teach sight words to students with autism spectrum disorder",

abstract = "Time delay procedures are one of the most commonly used and effective strategies for teaching sight words to learners with disabilities. However, less is known about whether they are differentially effective and efficient with learners. This study compared the effectiveness and efficiency of progressive time delay and simultaneous prompting on sight word acquisition among three learners with autism spectrum disorder using an adapted alternating treatments design across word sets. For two participants, both procedures led to skill acquisition with no clear differences in efficiency. For the remaining participant, neither procedure was effective; therefore, the reading task was changed to a receptive one, and a stimulus fading intervention package was implemented.",

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AU - Drevon, Daniel D.

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AB - Time delay procedures are one of the most commonly used and effective strategies for teaching sight words to learners with disabilities. However, less is known about whether they are differentially effective and efficient with learners. This study compared the effectiveness and efficiency of progressive time delay and simultaneous prompting on sight word acquisition among three learners with autism spectrum disorder using an adapted alternating treatments design across word sets. For two participants, both procedures led to skill acquisition with no clear differences in efficiency. For the remaining participant, neither procedure was effective; therefore, the reading task was changed to a receptive one, and a stimulus fading intervention package was implemented.

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KW - simultaneous prompting

KW - stimulus fading

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A comparison of prompting methods to teach sight words to students with autism spectrum disorder

Abstract

Keywords

UN SDGs

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