Reflections on “Teaching Discrete Skills to Students with Moderate Mental Retardation in Small-Group Instructional Arrangements”

Mark Wolery, Patricia Munson Doyle, Melinda Jones Ault, David L. Gast

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)265-270
Number of pages6
JournalExceptionality
Volume3
Issue number4
DOIs
StatePublished - Jan 1 1992

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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