Acquisition of a picture prompt strategy to increase independent performance

We used a multiple-baseline-across-participants design to assess acquisitio n of a picture prompt strategy by two high school students with severe disa bilities. We also examined the relation of students' task initiation to tas k completion. Participants were taught to perform job tasks wing a two-step process: lei touching a picture to prompt initiation of a task and (b) tur ning a picture in a booklet to indicate task completion. Data were collecte d on participants' use of the picture prompt strategy and their task initia tions and completions. To assess transfer of the discriminative stimulus fr om a trainer to the picture cues, trainer prompts were also measured. Findi ngs indicated that as participants acquired the picture prompt strategy, th eir independent task initiations increased The relation between the use of picture prompts and task completion was less clear for one participant. Fac tors related to acquisition of picture prompting by individuals with severe disabilities are discussed, and recommendations are made for future resear ch and practice.