An Evaluation of Positional Prompts for Teaching Receptive Identification to Individuals Diagnosed with Autism Spectrum Disorder
Recorded in 2023
In this study we evaluate the effects of positional prompts on teaching receptive identification to six children diagnosed with autism spectrum disorder. The researchers implemented a most to least prompting system using a three level hierarchy to teach receptive picture identification to the six participants. Dr. Leaf will describe the details and results of the study and provide clinical implications for those who work with autistic individuals.
Learning Objectives
At the conclusion of the presentation the audience members will be able to operationally define positional prompts.
At the conclusion of the presentation the audience members will be able to discriminate between controlling and non controlling prompt types.
At the conclusion of the presentation the audience members will be able to identify two ways that positional prompts may be more effective.
