Reflections on “teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements” |
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| Authors: | Mark Wolery Patricia Munson Doyle Melinda Jones Ault David L Gast |
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| Institution: | 1. ECIP , Allegheny‐Singer Research Institute , 320 E. North Avenue, Pittsburgh, PA, 15212, USA;2. University of Kentucky , Lexington, USA;3. University of Georgia , Athens, GA, USA |
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| Abstract: | Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded. |
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