Platt Delanie F, Cariveau Tom, Brown Alexandria, Ellington Paige, Bayer Camille, Stocker James D
Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
Department of Early Childhood, Elementary, Middle, Literacy and Special Education, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
Anal Verbal Behav. 2022 Dec 13;39(1):60-75. doi: 10.1007/s40616-022-00177-6. eCollection 2023 Jun.
In simultaneous prompting procedures, an immediate (i.e., 0-s) prompt is presented during all training trials, and transfer to the target discriminative condition is assessed during daily probes. Previous research suggests that simultaneous prompting procedures are efficacious and may produce acquisition in fewer errors to mastery when compared to prompt delay procedures. To date, only a single study on simultaneous prompting has included intraverbal targets. The current study evaluated the efficacy of a simultaneous prompting procedure on the acquisition of intraverbal synonyms for six children at risk for reading failure. Simultaneous prompting alone produced responding at mastery levels in seven of the 12 evaluations. Antecedent-based procedural modifications were effective in four of the five remaining evaluations. Errors were generally low for all but one participant. The current findings support the use of simultaneous prompting procedures when targeting intraverbals for young children exhibiting reading deficits.
在同步提示程序中，在所有训练试验期间都会呈现即时（即0秒）提示，并在每日探测期间评估向目标辨别条件的转移。先前的研究表明，与提示延迟程序相比，同步提示程序是有效的，并且可能以更少的错误产生习得直至掌握。迄今为止，关于同步提示的研究中只有一项纳入了口语文句目标。本研究评估了同步提示程序对六名有阅读障碍风险儿童习得口语文句同义词的效果。仅同步提示就在12次评估中的7次产生了达到掌握水平的反应。在其余5次评估中的4次，基于前提的程序修改是有效的。除一名参与者外，所有参与者的错误率通常都很低。当前的研究结果支持在针对有阅读缺陷的幼儿的口语文句时使用同步提示程序。
