Investigating the Preference for Simultaneous Prompting and Constant Prompt Delay Procedures in Teaching Skills to Children with Autism

Abstract

A variety of prompting procedures, including simultaneous prompting and constant prompt delay, have been used to teach new skills to children with autism. Research has shown that both procedures can be used effectively to teach a variety of skills. No research to date, however, has assessed whether children with autism have a preference for either procedure. The use of a concurrent chains procedure has been used to evaluate children's preference. The purpose of this study was to use a concurrent chains procedure to assess preference for both prompting procedures for young children with autism.