Article1992

The Effects of Self-Operated Auditory Prompting Tapes on the Performance Fluency of Persons with Severe Mental Retardation

53 citations0/0 files storedEducation and training in mental retardation

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Behavioral and Psychological Studies Disability Education and Employment Down syndrome and intellectual disability research

Abstract

Previous research designed to reduce dependence of persons with moderate and severe handicaps on adult trainers have used various types of permanent prompting systems including picture cards, printed instructional sequences, and auditory prompting systems. Of these, recent interest has been shown in the use of self-operated auditory prompting tapes. While this application has shown promise as a tool for acquiring new skills, only minimal attention has been paid to its use for increasing performance fluency. This investigation was designed to investigate whether auditory prompting tapes could influence performance fluency. The auditory prompts successfully increased the vocational task fluency of the participants when they were exposed to musical tapes with embedded, interspersed performance cues. In addition, substantial increases in fluency occurred when the schedule of prompts was systematically altered. Decreases in stereotypic behavior of one participant also was observed. These results are discussed in terms of the importance of targeting task fluency and the need to examine other types of permanent prompting systems.

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1975EFFECTS OF WITHIN‐STIMULUS AND EXTRA‐STIMULUS PROMPTING ON DISCRIMINATION LEARNING IN AUTISTIC CHILDREN1 1981TASK DIFFICULTY AND ABERRANT BEHAVIOR IN SEVERELY HANDICAPPED STUDENTS 1983EFFECTS OF PICTURE PROMPTS ON THE ACQUISITION OF COMPLEX VOCATIONAL TASKS BY MENTALLY RETARDED ADOLESCENTS 1979Using the Characteristics of Current and Subsequent Least Restrictive Environments in the Development of Curricular Content for Severely Handicapped Students 1985GENERALIZATION AND MAINTENANCE OF COMPLEX SKILLS BY SEVERELY HANDICAPPED ADOLESCENTS FOLLOWING PICTURE PROMPT TRAINING 1981Teaching Mentally Retarded Adults to Cook 1979THE EFFECTS OF SEQUENTIAL PICTORIAL CUES, SELF‐RECORDING, AND PRAISE ON THE JOB TASK SEQUENCING OF RETARDED ADULTS 1982Design of High School Programs for Severely Handicapped Students

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1994Training Pupils With Intellectual Disability To Operate Educational Technology Using Video Prompting 1994Teaching young adults with developmental disabilities and visual impairments to use tape-recorded recipes: Acquisition, generalization, and maintenance of cooking skills 1998Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks11The authors gratefully acknowledge Clayton County Schools and the students and teachers of Lovejoy High School for their participation in this study.

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