ArticleJournal of applied behavior analysis2011
Embedded prompting may function as embedded punishment: detection of unexpected behavioral processes within a typical preschool teaching strategy.
Article in Journal of applied behavior analysis, 2011. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- A Clinical Tutorial on Methods to Capture and Contrive Establishing Operations to Teach Mands.Behavior analysis in practice · 2024Article
- An Evaluation of "Balance": a Home-Based, Parent-Implemented Program Addressing Emerging Problem Behavior.Behavior analysis in practice · 2021Article
- Applied Behavior Analysis in Early Childhood Education: An Overview of Policies, Research, Blended Practices, and the Curriculum Framework.Behavior analysis in practice · 2019Article
- Don'T wag the dog: extending the reach of applied behavior analysis.The Behavior analyst · 2013Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This study describes an unexpected behavioral process that influenced behavior during the teaching of concepts to a 4-year-old girl. The efficacy of and preference for three strategies that varied in teacher directedness were assessed in a multielement design and concurrent-chains arrangement, respectively. The strategy that involved the most teacher direction was most efficacious and preferred. In addition, embedded teacher prompts, common in child-led teaching procedures, functioned as a punisher for the child's toy play. Implications for designing effective and preferred teaching conditions are discussed.
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Registered trials
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