Teaching a chained task with a simultaneous prompting procedure
نویسندگان
چکیده
منابع مشابه
معرفی و کاربرد الگوی رهنموددادن همزمان در آموزش کودکان با اختلال اتیسم وکودکان با کم‌توانی‌ذهنی
Background: One of the effectiveness methods in the training of autism children and children with intellectual disabilities is simultaneous prompting. The simultaneous prompting procedure can be used with discrete, single responses of relatively short duration, and chained skills, a number of behaviors sequenced together to perform a more complex skill. When using simultaneous prompting, the te...
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Prompting Devices: A Survey of Memory Aids for Task Sequencing
People with mild to medium cognitive impairments may have difficulty with remembering when to perform an activity of daily living (ADL). For people with more severe cognitive impairments, it can be difficult to learn and/or recall the sequence of steps needed to complete a task. In this paper, we present a survey of devices that provide step-by-step detail of ADL tasks with picture, text, audio...
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To communicate is the primary goal of most foreign language learning (EFL). As an important component of the four macro skills (listening, speaking, reading and writing), reading should also serve this purpose. However, traditional methodology still dominates extensive reading teaching in most of the universities. To promote a communicative extensive reading class, we may start by designing var...
متن کاملComparison of simultaneous prompting and no-no prompting in two-choice discrimination learning with children with autism.
This study compared no-no prompting procedures to simultaneous prompting procedures for 3 children with autism. Using a parallel treatments design, researchers taught rote math skills, receptive labels, or answers to "wh-" questions with both prompting systems. Results indicated that no-no prompting was effective in teaching all skills. By contrast, simultaneous prompting was effective in teach...
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ژورنال
عنوان ژورنال: Journal of Behavioral Education
سال: 1994
ISSN: 1053-0819,1573-3513
DOI: 10.1007/bf01560517