Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome

Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabil...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Cariveau, Tom [verfasserIn] Brown, Alexandria

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	Constant prompt delay Errorless learning Simultaneous prompting

Anmerkung:	© Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Übergeordnetes Werk:	Enthalten in: Behavior Analysis in Practice - New York : Springer, 2008, 16(2022), 2 vom: 09. Nov., Seite 623-628
Übergeordnetes Werk:	volume:16 ; year:2022 ; number:2 ; day:09 ; month:11 ; pages:623-628

Links:	Volltext

DOI / URN:	10.1007/s40617-022-00758-w

Katalog-ID:	SPR051549069

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allfields	10.1007/s40617-022-00758-w doi (DE-627)SPR051549069 (SPR)s40617-022-00758-w-e DE-627 ger DE-627 rakwb eng Cariveau, Tom verfasserin (orcid)0000-0002-7220-3902 aut Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors. Constant prompt delay (dpeaa)DE-He213 Errorless learning (dpeaa)DE-He213 Simultaneous prompting (dpeaa)DE-He213 Brown, Alexandria aut Enthalten in Behavior Analysis in Practice New York : Springer, 2008 16(2022), 2 vom: 09. Nov., Seite 623-628 (DE-627)641391641 (DE-600)2583900-7 2196-8934 nnns volume:16 year:2022 number:2 day:09 month:11 pages:623-628 https://dx.doi.org/10.1007/s40617-022-00758-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 16 2022 2 09 11 623-628
spelling	10.1007/s40617-022-00758-w doi (DE-627)SPR051549069 (SPR)s40617-022-00758-w-e DE-627 ger DE-627 rakwb eng Cariveau, Tom verfasserin (orcid)0000-0002-7220-3902 aut Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors. Constant prompt delay (dpeaa)DE-He213 Errorless learning (dpeaa)DE-He213 Simultaneous prompting (dpeaa)DE-He213 Brown, Alexandria aut Enthalten in Behavior Analysis in Practice New York : Springer, 2008 16(2022), 2 vom: 09. Nov., Seite 623-628 (DE-627)641391641 (DE-600)2583900-7 2196-8934 nnns volume:16 year:2022 number:2 day:09 month:11 pages:623-628 https://dx.doi.org/10.1007/s40617-022-00758-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 16 2022 2 09 11 623-628
allfields_unstemmed	10.1007/s40617-022-00758-w doi (DE-627)SPR051549069 (SPR)s40617-022-00758-w-e DE-627 ger DE-627 rakwb eng Cariveau, Tom verfasserin (orcid)0000-0002-7220-3902 aut Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors. Constant prompt delay (dpeaa)DE-He213 Errorless learning (dpeaa)DE-He213 Simultaneous prompting (dpeaa)DE-He213 Brown, Alexandria aut Enthalten in Behavior Analysis in Practice New York : Springer, 2008 16(2022), 2 vom: 09. Nov., Seite 623-628 (DE-627)641391641 (DE-600)2583900-7 2196-8934 nnns volume:16 year:2022 number:2 day:09 month:11 pages:623-628 https://dx.doi.org/10.1007/s40617-022-00758-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 16 2022 2 09 11 623-628
allfieldsGer	10.1007/s40617-022-00758-w doi (DE-627)SPR051549069 (SPR)s40617-022-00758-w-e DE-627 ger DE-627 rakwb eng Cariveau, Tom verfasserin (orcid)0000-0002-7220-3902 aut Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors. Constant prompt delay (dpeaa)DE-He213 Errorless learning (dpeaa)DE-He213 Simultaneous prompting (dpeaa)DE-He213 Brown, Alexandria aut Enthalten in Behavior Analysis in Practice New York : Springer, 2008 16(2022), 2 vom: 09. Nov., Seite 623-628 (DE-627)641391641 (DE-600)2583900-7 2196-8934 nnns volume:16 year:2022 number:2 day:09 month:11 pages:623-628 https://dx.doi.org/10.1007/s40617-022-00758-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 16 2022 2 09 11 623-628
allfieldsSound	10.1007/s40617-022-00758-w doi (DE-627)SPR051549069 (SPR)s40617-022-00758-w-e DE-627 ger DE-627 rakwb eng Cariveau, Tom verfasserin (orcid)0000-0002-7220-3902 aut Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law. Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors. Constant prompt delay (dpeaa)DE-He213 Errorless learning (dpeaa)DE-He213 Simultaneous prompting (dpeaa)DE-He213 Brown, Alexandria aut Enthalten in Behavior Analysis in Practice New York : Springer, 2008 16(2022), 2 vom: 09. Nov., Seite 623-628 (DE-627)641391641 (DE-600)2583900-7 2196-8934 nnns volume:16 year:2022 number:2 day:09 month:11 pages:623-628 https://dx.doi.org/10.1007/s40617-022-00758-w lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 16 2022 2 09 11 623-628
language	English
source	Enthalten in Behavior Analysis in Practice 16(2022), 2 vom: 09. Nov., Seite 623-628 volume:16 year:2022 number:2 day:09 month:11 pages:623-628
sourceStr	Enthalten in Behavior Analysis in Practice 16(2022), 2 vom: 09. Nov., Seite 623-628 volume:16 year:2022 number:2 day:09 month:11 pages:623-628
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	Constant prompt delay Errorless learning Simultaneous prompting
isfreeaccess_bool	false
container_title	Behavior Analysis in Practice
authorswithroles_txt_mv	Cariveau, Tom @@aut@@ Brown, Alexandria @@aut@@
publishDateDaySort_date	2022-11-09T00:00:00Z
hierarchy_top_id	641391641
id	SPR051549069
language_de	englisch
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author	Cariveau, Tom
spellingShingle	Cariveau, Tom misc Constant prompt delay misc Errorless learning misc Simultaneous prompting Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome
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topic_title	Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome Constant prompt delay (dpeaa)DE-He213 Errorless learning (dpeaa)DE-He213 Simultaneous prompting (dpeaa)DE-He213
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title	Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome
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title_full	Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome
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title_sort	simultaneous prompting to teach initial listener responses to a child with down syndrome
title_auth	Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome
abstract	Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors. © Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
abstractGer	Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors. © Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
abstract_unstemmed	Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors. © Association for Behavior Analysis International 2022. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
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title_short	Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome
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up_date	2024-07-03T22:26:43.402Z
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Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. 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