TY - JOUR
T1 - Reflections on “Teaching Discrete Skills to Students with Moderate Mental Retardation in Small-Group Instructional Arrangements”
AU - Wolery, Mark
AU - Doyle, Patricia Munson
AU - Ault, Melinda Jones
AU - Gast, David L.
PY - 1992/1/1
Y1 - 1992/1/1
N2 - Several response-prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded.
AB - Several response-prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded.
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U2 - 10.1080/09362839209524820
DO - 10.1080/09362839209524820
M3 - Article
AN - SCOPUS:35348933284
SN - 0936-2835
VL - 3
SP - 265
EP - 270
JO - Exceptionality
JF - Exceptionality
IS - 4
ER -