An evaluation of textual prompts and generalized textual instruction-following

2019 ◽  
Vol 52 (4) ◽  
pp. 1140-1160
Author(s):  
Cara L. Phillips ◽  
Timothy R. Vollmer ◽  
Allen Porter
Keyword(s):  
Textual Prompts

Comparison of Prompting Techniques to Teach Children With Autism to Ask Questions in the Context of a Conversation

2015 ◽  
Vol 32 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Matthew G. Swerdan ◽  
Rocío Rosales
Keyword(s):  
Stimulus Control ◽  
Children With Autism ◽  
Future Research ◽  
Control Procedure ◽  
Transfer Of Stimulus Control ◽  
Alternating Treatments Design ◽  
Textual Prompts ◽  
Students With Autism ◽  
Adapted Alternating Treatments Design

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8–15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within their repertoire. This was followed by a transfer of stimulus control procedure to teach participants to ask relevant questions to the experimenter on the same topics. Probes with a novel conversation topic were conducted in the natural environment with a peer, and follow-up probes were conducted after training. Results indicate questions taught using an echoic prompt were acquired in fewer trials to criterion than questions taught using a textual prompt for two of the three participants. Limitations and implications for future research will be discussed.

Studying anti-Semitism using primary sources in graphic novels

2020 ◽  
Vol 11 (1) ◽  
pp. 109-126 ◽  
Author(s):  
Matt Reingold
Keyword(s):  
Graphic Novels ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Primary Sources ◽  
Central Feature ◽  
Active Engagement ◽  
Anti Semitism ◽  
Textual Prompts ◽  
Recent Trends

Recent trends in history education have emphasized the study of primary sources as an important conduit for fostering critical and historical thinking skills and for allowing students to assume the role of historians. In the following article, I examine the ways that Nora Krug’s Belonging, Ari Folman and David Polonsky’s Anne Frank’s Diary and Will Eisner’s The Plot, all meaningfully engage with primary sources as a central feature of the graphic novel. Each of the texts addresses a different aspect of historical anti-Semitism but through the use of visual and textual devices that are woven into the primary sources, connections to contemporary society abound. Furthermore, what also emerges with these three texts is an active engagement with the reader wherein the primary sources are used to demand that the reader thinks about historical and contemporary anti-Semitism. Therefore, these three texts do not simply include primary sources but, like effective history educators, they model and foster critical and historical thinking through the visual and textual prompts. Their inclusion turns the reader into an active historian who participates in the process of discovery and arrives at their own understanding of the perniciousness of anti-Semitism throughout history and its continued presence in their own communities.

scholarly journals Effectiveness of Prompts in Developing the Skill of Answering Questions in Children with Autism Spectrum Disorder

2016 ◽  
Vol 21 (3) ◽  
pp. 85-96
Author(s):  
O.N. Pervushina ◽  
A.N. Trubitsyna ◽  
N.G. Kondratyeva ◽  
E.N. Pliskovskaya
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Academic Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intraverbal Behavior ◽  
Children With Asd ◽  
Textual Prompts ◽  
The Difference ◽  
Answering Questions

Intraverbal operant (i.e. intraverbal behavior) in B.F. Skinner’s concept is a class of verbal reactions that includes understanding what is read, holding conversations and answering questions, and also thoughts and memories. Intraverbals are the foundation for learning simple communications, developing academic skills and acquiring professional ones. Many persons with autism spectrum disorder experience considerable difficulties with intraverbal behavior, and there still is no technique that could teach them how to use it fully and functionally. This research on the effectiveness of various types of prompts in educational trainings was aimed at optimizing teaching intraverbal behavior to children with ASD. The study analyzed how children develop the skill of answering questions in the context of textual and echoic prompts. The experiment with two subjects, children of different sexes aged 8 and 17 years diagnosed with ASD, revealed that textual prompts were more effective. The difference in the effectiveness between textual and echoic prompts proved to be more significant for questions with several or many correct answers than in the case with simple questions having only one correct answer.

scholarly journals PROMOTING STIMULUS CONTROL WITH TEXTUAL PROMPTS AND PERFORMANCE FEEDBACK FOR PERSONS WITH MILD DISABILITIES

1992 ◽  
Vol 25 (2) ◽  
pp. 477-489 ◽  
Author(s):  
Anthony J. Cuvo ◽  
Paula K. Davis ◽  
Mark F. O'Reilly ◽  
Brenda M. Mooney ◽  
Ruth Crowley
Keyword(s):  
Stimulus Control ◽  
Performance Feedback ◽  
Mild Disabilities ◽  
Textual Prompts ◽  
And Performance

scholarly journals Assessing the visual Q method online research tool: A usability, reliability, and methods agreement analysis

2019 ◽  
Vol 12 (1) ◽  
pp. 205979911983219 ◽  
Author(s):  
Shahab Nazariadli ◽  
Duarte B Morais ◽  
Stacy Supak ◽  
Perver K Baran ◽  
Kyle S Bunds
Keyword(s):  
High Reliability ◽  
Research Tool ◽  
Online Research ◽  
Q Method ◽  
Substantial Evidence ◽  
The Social ◽  
Textual Prompts ◽  
Stage Process ◽  
Test Retest Reliability ◽  
Unique Capability

The traditional paper-based Q method was introduced to the social sciences in the 1930s. However, despite its unique capability for measuring peoples’ subjective opinions, the method has not been broadly employed by researchers. Moreover, despite recent efforts to administer the Q method surveys via the Internet, they have been mostly limited to the usage of textual prompts. Besides, there is no concrete evidence on the usability, reliability, and agreement analysis between the online Q method research tools and the traditional paper-based Q method. Therefore, the visual Q method online research tool was developed to resolve these deficiencies and add new dimensions (audio and video) to the Q method research. The development of the visual Q method platform was a three-stage process that commenced with a usability test on 31 visitors to a local museum. Second, a test–retest reliability analysis with a convenient sample of 37 students resulted in a high reliability coefficient superior to that of the traditional paper-based Q method. Third, the analysis of agreement between the visual Q method and the traditional paper-based Q method on a sample of 10 students revealed substantial similarities between their generated (V)Q sorts. Overall, the study findings provide substantial evidence on the usability and rigor of the visual Q method online research tool.

scholarly journals Use of a Modified Chaining Procedure with Textual Prompts to Establish Intraverbal Storytelling

2015 ◽  
Vol 31 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Amber L. Valentino ◽  
Daniel E. Conine ◽  
Caitlin H. Delfs ◽  
Christopher M. Furlow
Keyword(s):  
Textual Prompts

Studying anti-Semitism using primary sources in graphic novels

2020 ◽  
Vol 11 (1) ◽  
pp. 109-126 ◽  
Author(s):  
Matt Reingold
Keyword(s):  
Graphic Novels ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Primary Sources ◽  
Central Feature ◽  
Active Engagement ◽  
Anti Semitism ◽  
Textual Prompts ◽  
Recent Trends

Recent trends in history education have emphasized the study of primary sources as an important conduit for fostering critical and historical thinking skills and for allowing students to assume the role of historians. In the following article, I examine the ways that Nora Krug’s Belonging, Ari Folman and David Polonsky’s Anne Frank’s Diary and Will Eisner’s The Plot, all meaningfully engage with primary sources as a central feature of the graphic novel. Each of the texts addresses a different aspect of historical anti-Semitism but through the use of visual and textual devices that are woven into the primary sources, connections to contemporary society abound. Furthermore, what also emerges with these three texts is an active engagement with the reader wherein the primary sources are used to demand that the reader thinks about historical and contemporary anti-Semitism. Therefore, these three texts do not simply include primary sources but, like effective history educators, they model and foster critical and historical thinking through the visual and textual prompts. Their inclusion turns the reader into an active historian who participates in the process of discovery and arrives at their own understanding of the perniciousness of anti-Semitism throughout history and its continued presence in their own communities.

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