One-To-One Training : Instructional Procedures for Learners with Developmental Disabilities

Preface ix Single-Component Response Training: Prompting Sequences 1(32) Most-to-Least Prompting 4(4) Least-to-Most Prompting 8(3) Combining Most-to-Least and Least-to-Most Prompting 11(11) Withdrawing Response Prompts 22(9) Summary and Conclusion 31(2) Single-Component Response Training: Additional Procedures 33(36) Time Delay 35(11) Graduated Guidance 46(2) Response Delay 48(1) Stimulus Prompting 49(6) Response Shaping 55(1) Behavior Chain Interruption 55(3) Cues-Pause-Point 58(1) Response Restriction 59(1) Imitation 60(2) Comparative Analysis of Procedures 62(5) Stimulus Overselectivity 67(1) Summary and Conclusion 68(1) Multiple-Component Response Training 69(18) The Concept of Chaining 71(4) Task Analysis 75(3) Chaining Procedures 78(7) Error Analysis 85(1) Summary and Conclusion 86(1) Preference Assessment and Choice Making 87(30) Indirect Preference Assessment 94(2) Direct Preference Assessment 96(12) Comparative Studies 108(3) Validation of Preference Assessment 111(2) Summary and Conclusion 113(4) Managing Problem Behavior During Training 117(28) Understanding the Function or Purpose of Problem Behavior 119(3) Functional Analysis of Problem Behavior 122(8) Motivational Variables 130(1) Treatment of Negatively Reinforced Problem Behavior 131(11) Summary and Conclusion 142(3) Maintenance and Generalization 145(16) Use of Existing Functional Contingencies 150(3) Reduction of Instructional Control 153(3) Use of Intermittent Reinforcement 156(2) Use of Common Stimuli 158(1) Summary and Conclusion 159(2) Glossary 161(4) References 165(12) Index 177(8) About the Authors 185