Instructional conditions and stereotyped behavior: The function of prompts

Frank Symons, Michelle Davis

Research output: Contribution to journalArticle

8 Scopus citations

Abstract

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
Volume25
Issue number4
DOIs
StatePublished - Dec 1994

Fingerprint Dive into the research topics of 'Instructional conditions and stereotyped behavior: The function of prompts'. Together they form a unique fingerprint.

  • Cite this