Promoting stimulus control with textual prompts and performance feedback for persons with mild disabilities.

The researchers worked with four adults who had mild disabilities. Each person wanted to learn a daily task like using a copy machine or making snacks.

The team wrote a short step-by-step list for each task. After every practice, they told the learner what went right or wrong. They kept data until the person could do the task without the list.

All four adults mastered their target skill in 8 to 14 sessions. They still did the task correctly two weeks later and in new places.

When the written list was removed, most kept doing every step. The prompts plus feedback created strong stimulus control.

Delgado-Lobete et al. (2019) later used the same written-prompt trick to teach two autistic children to ask for toys in full sentences. Their results mirror the 1992 gains, showing textual prompts work for both daily skills and communication.

Yamamoto et al. (2024) tried written prompts alone for workplace small talk with autistic adults. Gains were shaky. The difference shows textual prompts may need extra reinforcement when the target is social, not just task steps.

Pilgrim et al. (2000) swapped written lists for picture schedules with autistic students. Both studies paired visual cues with fading guidance and got the same strong, lasting results. Modality can flex; structure stays key.

If you serve teens or adults who can read, try handing them a short written task list and giving quick end-of-try feedback. It is cheap, fast, and often enough to build independent living or vocational skills without extra toys or tech.