What is the practice?
Response prompting is defined as using stimuli that later function as extra cues and reminders for desired behavior. Prompts can be visual, auditory, textual, or symbolic (Cooper et al., 2020).
In the studies used to establish the evidence base for using response prompting to teach grocery shopping skills, response prompting included:
- Visual response prompts (Nietupski et al., 1983; Gaule et al., 1985)
- Textual response prompts (Gaule et al., 1985)
- Auditory response prompts (Bouck et al., 2012)
Where has it been implemented?
- High school, community grocery store (3 studies)
Where is the best place to find out how to do this practice?
Related Lesson Starter
References used to establish this evidence base:
- Carter, E. W., Asmus, J., Moss, C. K., Biggs, E. E., Bolt, D. M., Born, T. L., Brock, M. E., Cattey, G. N., Chen, R., Cooney, M., Fesperman, E., Hochman, J. M., Huber, H. B., Lequia, J. L., Lyons, G., Moyseenko, K. A., Riesch, L. M., Shalev, R. A., Vincent, L. B., & Weir, K. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82(2), 209-233. https://doi.org/10.1177/0014402915598780
- Carter, E. W., Gustafson, J. R., Sreckovic, M. A., Dykstra Steinbrenner, J. R., Pierce, N. P., Bord, A., Stabel, A., Rogers, S., Czerw, A., & Mullins, T. (2017). Efficacy of peer support interventions in general education classrooms for high school students with autism spectrum disorder. Remedial and Special Education, 38(4), 207-221. https://doi.org/10.1177/0741932516672067
- Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y.-C., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78(1), 107–125. https://doi.org/10.1177/001440291107800107
- Reilly, C., Hughes, C., Harvey, M., Brigham, N., Cosgriff, J., Kaplan, L., & Bernstein R. (2014). “Let’s talk!”: Increasing novel peer-directed questions by high school students with autism to their general education peers. Education and Training in Autism and Developmental Disabilities, 49(2), 214–231.
