Considering student choice when selecting instructional strategies: a comparison of three prompting systems

Three secondary age students with moderate intellectual disabilities learned to use the system of least prompts, a self-operated picture prompting system, and a self-operated auditory prompting system to use a copy machine and a debit machine. Both the effectiveness and efficiency of these prompting...

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Bibliographic Details
Published in:Research in developmental disabilities 2005-09, Vol.26 (5), p.411-432
Main Author: Taber-Doughty, Teresa
Format: Article
Language:English
Subjects:
Adolescent
Adult
Assistive Technology
Biological and medical sciences
Choice Behavior
Cues
Educational Strategies
Efficiency
Female
Humans
Instructional Effectiveness
Instructional strategies
Learning Disorders
Male
Medical sciences
Moderate Mental Retardation
Photic Stimulation - instrumentation
Prompting
Prompting systems
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Secondary School Students
Skill Development
Special education. Orthophony
Student Attitudes
Student choice
Students
Teaching - methods
Treatments
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Summary:Three secondary age students with moderate intellectual disabilities learned to use the system of least prompts, a self-operated picture prompting system, and a self-operated auditory prompting system to use a copy machine and a debit machine. Both the effectiveness and efficiency of these prompting systems were compared. Additionally, student preference of instructional method was examined. The results demonstrated that each prompting system was effective and efficient with varying students when skill acquisition and duration of task performance were measured. All students demonstrated increased independence in completing both tasks. This study found that the preferred prompting systems were more effective in terms of both skill acquisition and duration for completing tasks for students.
ISSN:0891-4222
1873-3379
DOI:10.1016/j.ridd.2004.07.006