Brief report: Pictorial vs. auditory prompt systems for promoting independent task performance in adolescents with multiple handicaps
✍ Scribed by Giulio E. Lancioni; Mieke Klaase; Aloysius Goossens
- Publisher
- John Wiley and Sons
- Year
- 1995
- Tongue
- English
- Weight
- 580 KB
- Volume
- 10
- Category
- Article
- ISSN
- 1072-0847
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✦ Synopsis
Aloysius Goossens lnstituut voor Doven
A pictorial and an auditory prompt systems were employed with two adolescents affected by multiple handicaps. The purpose was to assess whether one of the systems was more effective than the other for promoting independent task performance, and whether subjects and staff preferred one of the systems over the other. The results indicated that the two systems were comparably effective in promoting independent performance. The subjects as well as the staff differed with regard to the system they preferred.
Deciding which practical skills to teach and selecting the technology for teaching and maintaining them constitute critical points in a program for persons with developmental disabilities (Singh, Oswald, Ellis, 8z Singh, 1995; Trask-Tyler, Grossi, & Heward, 1994). With regard to the skills, the consensus is that they are to facilitate those persons' adjustment and self-sufficiency. Cooking, cleaning and performing vocational tasks are generally considered important practical skills. With regard to the technology for establishing and maintaining those skills, substantial variations are possible. For example, one can resort to procedures such as chaining (McWilliams, Nietupski, & Hamre-Nietupski, 1990) or rely on stimulus prompts such as pictorial, video, or auditory prompts (Le Grim & Blampied, 1994). Stimulus prompts can gradually be operated by the subjects on their own. This can establish selfinitiated and independent performance and facilitate generalization across settings (