Using Video Prompting to Teach Leg Shaving to Women with Disabilities.

This was the first study to evaluate procedures for teaching leg shaving to individuals with disabilities. Using a video prompting teaching package in a concurrent multiple baseline design across participants with different diagnoses (i.e., paraplegia, Down Syndrome, and intellectual disability), all participants learned to shave their legs and maintained responding two weeks post-intervention.

Effects of exposure to prompts on the acquisition of intraverbals in children with autism spectrum disorder.

The current experiment is a systematic replication of previous studies that evaluated the efficiency of echoic and tact prompts on the acquisition of intraverbals (i.e., French-to-English translations) following exposure to each prompt type. We extended these studies by (a) evaluating participants' language skills on standardized assessments, (b) incorporating descriptive praise for correct responding, (c) presenting trials via voice recording, and (d) evaluating teacher preference for each prompt type as a social validity measure. All participants learned at least one set of intraverbals faster with the procedure that was most recently used during teaching. These findings suggest that results from previous prompt comparison studies might be a function of previous exposure to prompt types and that it might be possible to manipulate learning histories such that a particular prompt type becomes more efficient.