Comparison of progressive prompt delay with and without instructive feedback.

Brian and team worked with four preschoolers who had autism or developmental delay.

They compared two ways to teach new skills using progressive prompt delay.

One way added quick instructive feedback after each correct response.

The other used prompt delay alone.

They switched the two methods back and forth to see which worked faster.

Kids reached mastery faster when they got the extra feedback.

Teaching time dropped without hurting how well they learned.

Eight to nine weeks later, kids still kept 58 to 92 percent of the skills.

Richman et al. (2001) also tweaked prompts for preschoolers, but they changed how hard the directions were.

Both studies show small prompt changes can stop problem behavior before it starts.

Ganz et al. (2004) used behavioral skills training for safety lessons.

They added in-situ practice when kids needed more help.

Brian’s team shows you can get the same boost by adding brief feedback instead of extra practice sessions.

Raslear et al. (1992) used peer teaching in free play to help kids with autism talk more.

Brian’s work gives you another tool when you need faster skill building in table work.

If you run discrete trial training, try adding one short sentence of extra information after each correct response.

You may cut teaching time and still get strong maintenance.