Utilizing a Preferred Character as a Stimulus Prompt to Teach Table-Wiping Skills to a Student With Autism Spectrum Disorder

This study examined the effectiveness of a preferred character as a stimulus prompt in teaching table-wiping skills to a student with intellectual disability and autism spectrum disorder who had pervasive support needs. A multiple-treatments design was utilized to determine if the projected character prompt strategy was the most effective, followed by the character puppet prompt and the marker prompt. Results indicated that the marker prompt strategy and the projected character strategy were equally effective in helping the student to acquire table-wiping skills and more effective than the character puppet prompt strategy. However, the projected character prompt strategy elicited the most positive expressions and the fewest refusal behaviors. In contrast, the marker prompt strategy induced the fewest positive express ions and the most refusa l behaviors.