A systematic evaluation of prompt fading methods during conditional discrimination training

ABSTRACT

Prompt fading methods are widely used to teach conditional discriminations to learners with developmental disabilities. To date, very little research has investigated the relative effectiveness of the various prompt fading methods described in the literature. Furthermore, learner preference for these instructional tactics has rarely been evaluated. The present study compared the relative effectiveness of three prompt fading methods (most-to-least with an embedded constant time delay, least-to-most, and progressive time-delay) to a control condition. Three boys with autism participated in the study. Two met mastery during the prompt fading assessment (one in progressive time-delay, and one in least-to-most prompting). In a subsequent concurrent chains preference assessment, both participants indicated a preference for the fading method that had been most effective. Considerations for practitioners when selecting prompt fading methods as well as procedural parameters warranting further investigation are discussed.

KEYWORDS:

• Prompt fading
• assessment
• concurrent-chains preference assessment
• autism

Disclosure statement

No potential conflict of interest was reported by the authors.

Compliance with ethics of experimentation

This research was approved by the authors’ faulty ethics committee prior to data collection starting and have been performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments.