Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism

Abstract

There are many different prompting systems that are being implemented to teach children with autism a variety of skills. This study looked to compare no-no prompt to simultaneous prompting for three children with autism. Both prompting systems were used to teach participants either rote math skills, receptive labels, or answers to "Wh" questions. An alternative treatment design was used to determine the effectiveness of each of the two prompting systems. Results of the study showed the no-no prompting procedure was effective in teaching all skills to the three participants. Whereas the simultaneous prompting procedure was effective in teaching only one pair of skills for one participant. Results also indicated a learning-to-learn phenomenon for two of the participants with the no-no prompt procedure. Finally, a preference assessment was conducted to determine which of the two prompting procedures the three participants preferred; results were mixed across the three participants.