Document Type
Article
Language
eng
Publication Date
Spring 2020
Publisher
Wiley
Source Publication
Journal of Applied Behavior Analysis
Source ISSN
0021-8855
Abstract
Parent participation in intervention can enhance intervention efficacy and promote generalization of skills across settings. Thus, parents should be trained to implement behavioral interventions. The purpose of the current investigation was to evaluate parent preference for and acceptability of 3 commonly used prompting procedures. We trained parents of children with disabilities to use 3 empirically validated prompting strategies (i.e., least‐to‐most, most‐to‐least, and a progressive‐prompt delay). Once the parent reached the mastery criteria with each prompting procedure, we evaluated his/her preference for each of the procedures using a concurrent‐chains arrangement. We also measured treatment acceptability of all procedures throughout the study. All participants met the mastery criteria for each of the prompting procedures and showed a preference for least‐to‐most prompting. Results suggest parents' acceptability of procedures prior to training were different than posttraining/post‐child practice. In addition, acceptability rating scores obtained at the end of the investigation corresponded to preference of intervention during the concurrent‐chains arrangement. The results demonstrate the benefits of objective measures for studying preference for behavioral, skill‐acquisition procedures.
Recommended Citation
Halbur, Mary Elizabeth; Kodak, Tiffany; Wood, Raven; and Corrigan, Erin, "An Evaluation of Parent Preference for Prompting Procedures" (2020). Psychology Faculty Research and Publications. 461.
https://epublications.marquette.edu/psych_fac/461
Comments
Accepted version. Journal of Applied Behavior Analysis, Vol. 53, No. 2 (Spring 2020): 707-726. DOI. © 2020 Wiley. Used with permission.