Document Type
Thesis
Degree
Applied Behavioral Analysis MS
Major
Education
Date of Defense
4-10-2024
Graduate Advisor
Dr. Dani Pizzella
Committee
Dr. Karl Schoenherr
Dr. Mary Hackworth
Dr. Andresa DeSouza
Abstract
Applied behavior analysis (ABA) is used in schools to teach students with autism spectrum disorder. Policies guide the selection and implementation of research-based practices to ensure positive student outcomes. Discrete trial teaching is often used as an instructional teaching method. To maximize learning, different prompting interventions can be used during discrete trial teaching. Constant prompt delay and least-to-most prompting are effective research-based interventions that can be implemented as instructional teaching procedures for students with autism spectrum disorder. Constant prompt delay was compared to least-to-most prompting to determine whether constant prompt delay would lead to more effective and efficient mastery acquisition of receptive identification targets. Results revealed that none of the participants mastered target sets with the constant prompt delay or least-to-most prompting interventions. Two participants reached criterion performance in the control condition. Speculations of the results are discussed.
Recommended Citation
Gindelberger, Sarah, "Comparison of Constant Prompt Delay and Least-to-Most Prompting to Teach Receptive" (2024). Theses. 472.
https://irl.umsl.edu/thesis/472
