Effects of No-No Prompting on Teaching Expressive Labeling of Facial Expressions to Children with and without a Pervasive Developmental Disorder

Autor/inn/en	Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Dotson, Wesley H.; Johnson, Valerie A.; Courtemanche, Andrea B.; Sheldon, Jan B.; Sherman, James A.
Titel	Effects of No-No Prompting on Teaching Expressive Labeling of Facial Expressions to Children with and without a Pervasive Developmental Disorder
Quelle	In: Education and Training in Autism and Developmental Disabilities, 46 (2011) 2, S.186-203 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Autism; Prompting; Program Effectiveness; Pervasive Developmental Disorders; Nonverbal Communication; Group Instruction; Observation; Peer Influence; Preschool Children; Interpersonal Competence + Suchen Sie Ihr Suchwort? Autismus; Benutzerführung; Non-verbal communication; Nonverbale Kommunikation; Gruppenunterricht; Beobachtung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interpersonale Kompetenz
Abstract	Discrete trial teaching is a systematic form of instruction found to be effective for children diagnosed with autism. Three areas of discrete trial teaching warranting more research are the effectiveness and efficiency of various prompting procedures, the effectiveness of implementing teaching in a group instructional format, and the ability of children with autism to observationally learn from their peers. This study evaluated the effectiveness of a no-no prompting procedure implemented in a group instructional format to teach five children, four of whom were diagnosed with an autism spectrum disorder, to correctly label facial expressions. Additionally, this study evaluated whether participants observationally learned to expressively label facial expressions not directly taught to them but taught to their peers. Using a multiple baseline design, results of this study indicated that all participants learned to expressively label facial expressions taught to them directly with a no-no prompting procedure. The participants also learned through observation to expressively label facial expressions taught only to their peers using the same procedure. (Contains 5 tables and 5 figures.) (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10