An Evaluation of Positional Prompts for Teaching Receptive Identification | BCBA CEU | Learning | 0.5 Hour

Dr. Justin B. Leaf reviews a 2016 study published in Behavior Analysis in Practice entitled “An evaluation of positional prompts for teaching receptive identification to individuals diagnosed with autism spectrum disorder.” The speaker defines prompts as antecedent manipulations designed to increase the likelihood of correct responding and distinguishes between controlling and non-controlling prompts. Prompts are commonly used in discrete trial teaching, and prompting systems provide rules for when and how to fade prompts.

The study focused specifically on positional prompts, defined as manipulating the spatial arrangement of stimuli (e.g., moving the target stimulus closer to the learner) to increase correct responding. Although positional prompts have been used clinically and within prompting packages, some researchers have cautioned against their use, suggesting they may lead to faulty stimulus control or be difficult to fade.

The purpose of the study was to evaluate positional prompts used alone within a most-to-least prompting system. Six children diagnosed with autism spectrum disorder participated. Receptive labeling targets were taught across multiple sets using a three-step hierarchy (0, 6, and 12 inches). Advancement required two consecutive correct responses; errors resulted in moving back to a more assistive level. A multiple baseline design across sets was used, with daily probes measuring independent responding.

Results indicated positional prompts were effective for four of six participants, required additional manipulation for one, and were ineffective for one. The speaker concludes that positional prompts can be effective, but their use should depend on the learner and conditions.