The use of picture prompts and prompt delay to teach receptive labeling

The current study extended research on picture prompts by using them with a progressive prompt delay to teach receptive labeling of pictures to 2 teenagers with autism. The procedure differed from prior research because the auditory stimulus was not presented or was presented only once during the picture‐prompt condition. The results indicated that the combination of picture prompts and prompt delay was effective, although 1 participant required a procedural modification.