Review of using auditory prompting systems with persons who have moderate to severe disabilities

Education and Training in Mental Retardation and Developmental Disabilities

Volumn 37, Issue 3, 2002, Pages 317-327

  Post, Michal ^a   Storey, Keith ^a  

^a CHAPMAN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33746354585     PISSN: 10793917     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (16)

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2. Alberto, P. A., Taber, T., & Fredrick, L. (1999). Use of self-operated auditory prompts by students with moderate mental retardation to decrease aberrant behavior. Research in Developmental Disabilities, 20, 429-439.
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5. Brown, L., Nietupski, J., & Hamre-Nietupski, S. (1976). Criterion of ultimate functioning. In M. A. Thomas (Ed.), Hey, don't forget about me! (pp. 2-15). Reston, VA: Council for Exceptional Children.
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7. Grossi, T. A. (1998). Using a self-operated auditory prompting system to improve the work performance of two employees with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 23, 149-154.
8. Grossi, T. A., & Heward, W. L. (1998). Using self-evaluation to improve the work productivity of trainees in a community-based restaurant training program. Education and Training in Mental Retardation and Developmental Disabilities, 33, 248-263.
9. Homer, R. H., Dunlap, G., & Koegel, R. L. (1988). Generalization and maintenance: Life-style changes in applied settings. Baltimore: Paul H. Brookes.
10. Mechling, L. C., & Gast, D. L. (1997). Combination audio/usual self-prompting system for teaching chained tasks to students with intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32, 138-153.
11. Steed, S. E., & Lutzker, J. R. (1999). Recorded audio prompts: A strategy to increase independent prevocational task completion in individuals with dual diagnosis. Behavior Modification, 23, 152-168.
12. Storey, K., & Horner, R. H. (1991). An evaluative review of social validation research involving persons with handicaps. Journal of Special Education, 25, 352-401.
13. Taber, T. A., Alberto, P. A., & Fredrick, L. D. (1998). Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks. Research in Developmental Disabilities, 19, 327-345.
14. Taber, T. A., Seltzer, A., Heflin, L. J., & Alberto, P. A. (1999). Use of self-operated auditory prompts to decrease off-task behavior for a student with autism and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 14, 159-166.
15. Test, D. W. (1994). Supported employment and social validation. Journal of the Association for Persons with Severe Handicaps, 19, 116-129.
16. Trask-Tyler, S. A., Grossi, T. A., & Heward, W. L. (1994). Teaching young adults with developmen tal disabilities and visual impairments to use tape-recorded recipes: Acquisition, generalization, and maintenance of cooking skills. Journal of Behavioral Education, 4, 283-311.