VERBAL PROMPTING, HAND-OVER-HAND INSTRUCTION, AND PASSIVE OBSERVATIONIN TEACHING-CHILDREN WITH DEVELOPMENT DISABILITIES

In hand-over-hand modeling with response-contingent verbal prompts, ta sks are divided into identifiable sequential components, and the achie vement of each component is marked by, the delivery of some form of ve rbal prompt. In a within-subjects design, children were trained in one skill with I response-contingent verbal prompts and in a second skill with simple passive observation. A separate group of children were tr ained with less rigorous verbal prompting in one skill and With passiv e observation in a second Consistent with previous research, we found that passive modeling was overall significantly more effect;ve than ha nd-over-hand modeling and that passive modeling was significantly, mor e effective than hand-over-hand modeling with response-contingent prom pting. Our evidence therefore indicates that current methods for teach ing basic skills to children with severe developmental delays may requ ire reassessment because simple observation of modeled skills appears to be more effective than more labor-intensive instruction.