Instructional conditions and stereotyped behavior: The function of prompts

Frank Symons, Michelle Davis

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


The relationship of instructional prompts to rate of task completion and stereotypy was studied in one adolescent student with autism and high-frequency stereotypic behavior. Using an ABAB design, one experiment was conducted which systematically examined the role of prompts on (a) task completion and (b) time engaged in stereotyped behavior. Results suggested that prompts had little effect on the rate of task completion across sessions but did reduce time spent in stereotypies. These results are discussed in relation to stereotypies and implications for intervention and instruction.

Original languageEnglish (US)
Pages (from-to)317-324
Number of pages8
JournalJournal of Behavior Therapy and Experimental Psychiatry
Issue number4
StatePublished - Dec 1994


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