Prompting and Fading Guidance Procedures: Their Effect on Chaining and Whole Task Teaching Strategies.
1981; Volume: 16; Issue: 2 Linguagem: Inglês
ISSN
0013-1237
Autores Tópico(s)Hearing Impairment and Communication
ResumoSeveral successful training techniques for teaching complex behaviors to the retarded have in cluded chaining, task, prompts, and consequences. However, little has been learned in terms of how these different instructional methods interact with each other—that is, how the use of guidance procedures affect the efficiency of and task. The present study compared the efficiency between two pairs of training methods: (a) Backward Chaining Preguidance (working in a order and using prompts) versus Backward Chaining Postguidance (working in a order and using only); and (b) Whole-Preguidance (working in a forward order from start to finish and using prompts) versus Whole-Postguidance (working in a forward order from start to finish and using only). Twelve moderately and severely retarded adults were taught to assemble four 9-part assemblies—-a car buretor, bicycle brake, dishwasher pump, and lawn mower engine. Results indicated that preguidance procedures were superior to postguidance in terms of total training time and total errors. The trend favoring preguidance was evident for both and task, and for the moderately and severely retarded subjects. A procedure commonly used and found to complex motor tasks (Walls, Zane, & Ellis, be effective when teaching sequences of re1981; Walls, Zane, & Thvedt, 1980). sponses is chaining or backward chainA more traditional approach used to teach (e.g., Martin & Pear, 1978; Whaley & complex behaviors is termed a whole Malott, 1969 chap. 16). Both terms describe method (Naylor, 1961). Teachers using the the same procedure. The learner is taught method require the performance of to perform the last response of a sequence the complete task in a forward, natural or first. Once that response is acquired, the der during each learning trial. Azrin, learner is taught to perform the last two reSchaeffer, and Wesolowski (1976) used a sponses, and so on, until the entire chain is method to teach dressing and un exhibited correctly in the forward, natural dressing skills to severely retarded subjects, order. In addition, complex mechanical appara Backward has proven to be an tuses, such as assembly of a bicycle brake, effective training procedure for retarded or carburetor, and lawn mower engine, have handicapped learners. For example, this been taught to similar subjects by the procedure has been used to teach autistic method (e.g., Ellis, Walls & Zane, 1980; children to state a five word sentence (MarGold, 1972; Walls, Ellis, Zane & Vanderpoel, tin, England, Kaprowy, Kilgour, & Pilek, 1979). 1968), to teach dressing and undressing Trainers commonly teach complex skills skills (e.g., Ball, Serie, & Payne, 1971; Breby combinations of or meth land, 1965; Watson, 1974), and to teach ods and some form of assistance or guidance Research Implications / 125 This content downloaded from 207.46.13.11 on Mon, 17 Oct 2016 05:39:42 UTC All use subject to http://about.jstor.org/terms (e.g., Becker, Englemann, & Thomas, 1971, guidance strategies is a question of practical pp. 321-324). Many teachers give hints or interest to trainers in the field, cues at different times during the learning process with the expectation that this guidMethod ance will facilitate stimulus control and stu dent mastery of the material or task. Such Subjects guidance can be categorized into two classi fications, prompts (e.g., Sulzer-Azaroff & The subJects were 12 clients (9 male' 3 fe Mayer, 1977, pp. 176-202) and feedback male) from the Fort Totten Branch Work (e.g., Haring & Phillips, 1972, pp. 9^98). A shoP of the Dlstnct of Columbia Association prompt is a stimulus or event which partially for Fetarbeb Citizens. The subjects ranged controls a response (Anderson & Faust, 'n aSe fr°m ^ to ^5 with a mean age of 28 1974, p. 321) and is given prior to or in conYearsEight subjects were labeled moder junction with the subject's response. Reatel>' retarded and four were severely re search has indicated that the three different tardedAU sub)ects had sPent a minimum of types of prompts, (a) auditory (verbal in12 years in a large institution for the re struction), (b) visual (demonstration, gestarded. Informed consent was obtained tures, charts, modeling), and (c) tactile from the subjects, the facility, and the (physical guidance), are effective in teaching agencySubjects were paid the minimum skills to handicapped learners (e.g., Foxx waSe for thelr work and could withdraw and Azrin, 1974; Walls, Zane, & Thvedt, from Palpation at any time. 1980; Whitman, Zakaras, & Chardos, 1971). The other variation of guidance is termed Setting feedback or knowledge of results (e g., The investi tion was conducted in the re Edwards & Scanned, 1968, pp. 168-177; search rOQm of fhe sheltered workshops. Smith, 1978, p. 449). Feedback is given by The room measured i2 m by 8 m and con the trainer after the student's response, tained thrge tables and six chairs During rather than before the response as with training sessions one subject sat at each table, prompts. Feedback gives the student inforfad ke CQrners minimize distrac. mation as to how correct or how incorrect tlons Qne experimenter sat facing the sub the response was. Feedback may be positive, jfict and wQrked wlfh the subject on one task such as a Good! ' after each correct re sponse, or negative, such as a No! after each incorrect response (Treffy, Martin, Sameis, & Watson, 1970), or it may consist of correction after each error (Gold & BarFour different apparatuses were put to day, 1973). Another possible form of feedgether by the subjects. Each apparatus con back may consist of a teacher performing the sisted of nine separate parts as depicted in correct response after the student responds, Figure 1. One apparatus was composed of so that the student can compare his/her rethe base, float, float pin, spring arm, spring, sponse with that demonstrated by the top shell, mounting flange, idler arm, and teacher (Smith, 1978, p. 449). bolt of a Carter truck carburetor. A second Although task sequencing (e.g., chaining, apparatus was composed of the axle, little method) and guidance procedures bearing, threaded collar, big bearing, screw (e.g., prompts, feedback) have been shown collar, notched collar, locknut, drum, and to influence the learning of complex behavbearing nut of a Schwinn bicycle brake. The ior sequences, the effect of both task sethird apparatus was composed of the base, quencing and guidance procedures together cover, flywheel, wing valve, wheel, coil, wing has not received systematic experimental atvalve, bolt, and cover of a Perry dishwasher tendon. In other words, do different guidpump. The fourth apparatus was composed ance strategies affect the efficiency of chainof the base, oil gear, cam shaft, crank shaft, ing and task methods? The extent to rod and piston, bearing cap, bolt, flywheel, which the efficiency of training is affected and clutch of a Briggs and Stratton lawn by various combinations of sequencing and mower engine. 126 / Education and Training of the Mentally Retarded-April 1981 at a time.
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