Using Prompt Training and Reinforcement to Reduce Transition Times in a Transitional Kindergarten Program for Students with Severe Behavior Disorders

ABSTRACT

This article examines prompt training and reinforcement to decrease the amount of time between routine transitions within a self contained transitional kindergarten. A comparison between baseline results for two kindergarten classes for students with behavior disorders and that of prompting plus reinforcement produced an overall decrease in transition time across transitional settings. The use of physical prompting by consequences was found to be an easily implemented and effective set of strategies to reduce the amount of time between transitions in the preschool classroom. Weaknesses in the present research as well as suggestions for future research are provided.

KEYWORDS:

• Prompt training
• reinforcement
• kindergarten
• behavior disorders