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document
Extra prompts versus no extra prompts in self-care training of autistic children and adolescents . A color-coded " extra prompt " procedure was compared to a " no extra prompt " procedure in teaching autistic children and adolescents how to lace shoes . One randomly assigned group of 10 autistic subjects first learned to lace shoes whose laces and eyelets were color-coded red and white , and then encountered the no extra prompt condition in which color codes could no longer be depended upon to solve the position discriminations required to lace properly . In a counterbalanced fashion , the other group of 10 autistic subjects reached criterion on the non-color-coded , naturalistic shoe before experiencing the extra prompt condition . Analysis of variance and post-hoc analyses suggest that subjects who first learned under the color-coded , extra prompt condition encountered significant difficulty in transferring their newly acquired skill to the naturalistic , non-color-coded condition , whereas subjects who learned initially without the extra prompts had little difficulty with the subsequent color-coded condition . A follow-up procedure requiring all subjects to choose between the color prompt and the position cue revealed that 11 of 20 subjects consistently chose the color cue , even though it resulted in improper lacing . It is recommended that clinicians avoid the use of highly salient , non-criterion-related prompts in teaching certain types of adaptive skills to autistic children .
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Intervention_Educational
Extra prompts
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Intervention_Educational
no extra prompts
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Intervention_Educational
color-coded " extra prompt " procedure
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Intervention_Educational
compared to a " no extra prompt " procedure
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Intervention_Educational
lace shoes
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Intervention_Educational
eyelets
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Intervention_Educational
no extra prompt condition in which color codes could no longer be depended