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

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, motiva tional, 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 proce dure 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. The literature consistently identifies delays in basic academic skills as being associated with students' behavioral disorders (Bower, 1969; Fuller & Goh, 1981; Hewett & Taylor, 1980; Rubin & Balow, 1978), and emphasizes that behavioral disorders are likely to continue until teacher praise, good grades, and peer approval and other reinforcers can be provided as a consequence of academic achievement (Gardner, 1977), Educational interventions have the potential to develop academic skills that replace the reinforcement function of disrup tive responses (Schloss, 1984). Shaping and prompting procedures are frequently a com ponent of such intervention strategies (Browder, 1980; Haupt, VanKirk, T Myklebust, 1973; Poteet, 1978). Because of the commonality of learning and behav ioral features associated with the mild handicapping conditions (Hallahan & Kauffman, 1976), these may be valid estimates for behaviorally disordered students. In spite of the apparent need, few reports have suggested strategies for enhancing the independent composition skills of behaviorally disordered students. With mentally retarded children, prompt delay strategies have increased verbal initiations (Halle, Baer, & Spradlin, 1981 ) but have not been applied to higher order expressive language skills such as composi tion. In the frequently recommended language experience approach (Galloway & Gray, 1976; Hall, 1977) students receive varying amounts and types of prompting and feedback across sessions. Also, reports of successful interventions with the general population have focused exclusively on the use of reinforcement (Brigham, Graubard, & Stans, 1972; Campbell & Willis, 1979; Maloney & Hopkins, 1973) and feedback (Hansen & Lovitt, 1973; Taylor & Hoedt, 1966; VanHouten & MacLellan, 1981). These approaches, though initially effective, require a sustained amount of teacher involvement. Therefore, while they may achieve the first objective of instruction, to enhance the rate of written production, they may fall short on the second objective, to reduce the level of external assistance. Behavioral Disorders November 1985 17 This content downloaded from 157.55.39.211 on Tue, 09 Aug 2016 05:49:56 UTC All use subject to http://about.jstor.org/terms In a previous paper Schloss (in press) described a strategy for sequencing prompts during instruction for mildly handicapped students. The approach is designed to fade teacher involvement while increasing student competence. The present study uses the sequential prompt strategy to overcome the limitations of previous research in independent composition instruction with behaviorally disordered students.