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Abstract

A systematic prompting system was used to increase the independent written language production of three behaviorally disordered students. The sequential prompt reduction technique involved four levels of prompts: self-initiating, motivational, content related, and literal. During baseline students received prompts in random order every 20 seconds until they started writing. In intervention the prompts were used in order from least to most intrusive. Also, the students recorded the average level of prompt and number of sentences produced each session. A multiple baseline across subjects design demonstrated that the procedure was effective in increasing the number of sentences produced as well as a decrease in the average prompt level for the three youths. Ratings by independent judges were significantly higher (p < .05) for compositions produced during intervention than for those produced during baseline. A follow-up demonstrated that the intervention effects maintained over a 60-day period.

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Application of a Sequential Prompt Reduction Technique to the Independent Composition Performance of Behaviorally Disordered Youth

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