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Use of Self-Operated Auditory Prompts to Decrease Off-Task Behavior for a Student with Autism and Moderate Mental Retardation

Georgia State University

Allison Seltzer

Clayton County Public Schools

L. Juane Heflin

Georgia State University

Paul A. Alberto

Georgia State University

The use of a self-operated auditory prompting system by a 12-year-old student with autism and moderate mental retardation to decrease inappropriate and off-task behavior was examined in two settings. The effectiveness of the prompting system was assessed using a multiple probe across settings design with an embedded withdrawal in each setting. An analysis of the data indicated a significant decrease in the number of teacher-delivered prompts required by the student to engage in appropriate behavior and remain on task. In this investigation, the self-operated auditory prompting system served as the stimulus control for the student's appropriate and on-task behavior, its use generalized across settings without additional training, and it was successfully used by a student with autism and moderate mental retardation.

Focus on Autism and Other Developmental Disabilities, Vol. 14, No. 3, 159-166 (1999)
DOI: 10.1177/108835769901400305


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