Skip to main content
SpringerLink
Log in

Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

  • Original Paper
  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that participants learned sight words quickly and maintained responding at high levels when instruction was withdrawn across both regressive and progressive prompt-delay conditions. Results are discussed in context of empirically supported prompting strategies and possible motivating operations that might be introduced when the learner is instructed to respond more quickly than the experimenter in regressive prompt delay (e.g., a game-like activity that potentially makes the activity educational, engaging, and enjoyable for students).

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Browder, D. H., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392–408.

    Google Scholar 

  • Daly, E. J, I. I. I., Martens, B. K., Skinner, C. H., & Noell, G. H. (2009). Contributions of applied behavior analysis. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (4th ed., pp. 84–106). New York, NY: Wiley.

    Google Scholar 

  • Daly, E. J, I. I. I., Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. School Psychology Review, 26, 554–574.

    Google Scholar 

  • Everett, G. E., & Edwards, R. P. (2007). Targeting subtraction inversion errors through within-stimulus prompting: A case study. Psychology Journal, 4, 128–139.

    Google Scholar 

  • Fry Word List—1,000 High Frequency Words. (2008). Retrieved from http://www.k12reader.com/fry-word-list-1000-high-frequency-words/.

  • Kupzyk, S., Daly, E. J, I. I. I., & Andersen, M. N. (2011). A comparison of two flash-card methods for improving sight word reading. Journal of Applied Behavior Analysis, 44, 781–792. doi:10.1901/jaba.2011.44-781.

    Article  PubMed  PubMed Central  Google Scholar 

  • McComas, J., Hoch, H., Paone, D., & El-Roy, D. (2000). Escape behavior during academic tasks: A preliminary analysis of idiosyncratic establishing operations. Journal of Applied Behavior Analysis, 33, 479–493.

    Article  PubMed  PubMed Central  Google Scholar 

  • Michael, J. (1982). Distinguishing between discriminative and motivational functions of stimuli. Journal of the Experimental Analysis of Behavior, 37, 149–155.

    Article  PubMed  PubMed Central  Google Scholar 

  • Moseley, D., & Poole, S. (2001). The advantages of rime-prompting: A comparative study of prompting methods when hearing children read. Journal of Research in Reading, 24, 163.

    Article  Google Scholar 

  • Park, C., Weber, K. P., & McLaughlin, T. F. (2007). The effects of fading, modeling, prompting, and direct instruction on letter legibility for two preschool students with physical and developmental delays. Child & Family Behavior Therapy, 29, 13–21.

    Article  Google Scholar 

  • Parrott, K. A., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Simultaneous prompting and instructive feedback when teaching chained tasks. Journal of Behavioral Education, 10, 3–19.

    Article  Google Scholar 

  • Pennington, R. C., Stenhoff, D. M., Gibson, J., & Ballou, K. (2012). Using simultaneous prompting to teach computer-based story writing to a student with autism. Education & Treatment of Children, 35, 389–406.

    Article  Google Scholar 

  • Reichow, B., & Wolery, M. (2011). Comparison of progressive prompt delay with and without instructive feedback. Journal of Applied Behavior Analysis, 44, 327–340.

    Article  PubMed  PubMed Central  Google Scholar 

  • Schuster, J. W., Gast, D. L., Wolery, M., & Guiltinan, S. (1988). The effectiveness of a constant time-delay procedure to teach chained responses to adolescents with mental retardation. Journal of Applied Behavior Analysis, 21, 169–178. doi:10.1901/jaba.1988.21-169.

    Article  PubMed  PubMed Central  Google Scholar 

  • Sidman, M. (1960). Tactics of scientific research: Evaluating experimental data in psychology. New York: Basic Books.

    Google Scholar 

  • Smith, R. G., & Iwata, B. A. (1997). Antecedent influences on behavior disorders. Journal of Applied Behavior Analysis, 30, 343–375.

    Article  PubMed  PubMed Central  Google Scholar 

  • Touchette, P. E. (1971). Transfer of stimulus control: Measuring the moment of transfer. Journal of the Experimental Analysis of Behavior, 15, 347–354.

    Article  PubMed  PubMed Central  Google Scholar 

  • Walker, G. (2008). Constant and progressive time delay procedures for teaching children with autism: A literature review. Journal of Autism and Developmental Disorders, 38, 261–275.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Educational Psychology Department, University of Nebraska-Lincoln, Lincoln, NE, USA

    Edward J. Daly III, Polly M. Hess, Mackenzie Sommerhalder, Whitney Strong, Mallory Johnsen & Maureen A. O’Connor

  2. Lincoln Public Schools, Lincoln, NE, USA

    Polly M. Hess

  3. Behavioral Psychology Department, Kennedy Krieger Institute/Johns Hopkins University, Baltimore, MD, USA

    Maureen A. O’Connor

  4. Elkhorn Public Schools, Elkhorn, NE, USA

    Mallory Johnsen

  5. Department of Psychology, University of Northern Colorado, Greeley, CO, USA

    Nicholas D. Young

Authors
  1. Edward J. Daly III
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Polly M. Hess
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Mackenzie Sommerhalder
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Whitney Strong
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Mallory Johnsen
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Maureen A. O’Connor
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Nicholas D. Young
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Edward J. Daly III.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Daly, E.J., Hess, P.M., Sommerhalder, M. et al. Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading. J Behav Educ 25, 275–289 (2016). https://doi.org/10.1007/s10864-016-9245-4

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-016-9245-4

Keywords

Search

Navigation