Acquisition of a Picture Prompt Strategy to Increase Independent Performance

We used a multiple-baseline-across-participants design to assess acquisition of a picture prompt strategy by two high school students with severe disabilities. We also examined the relation of students' task initiation to task completion. Participants were taught to perform job tasks using a two-step process: (a) touching a picture to prompt initiation of a task and (b) turning a picture in a booklet to indicate task completion. Data were collected on participants' use of the picture prompt strategy and their task initiations and completions. To assess transfer of the discriminative stimulus from a trainer to the picture cues, trainer prompts were also measured. Findings indicated that as participants acquired the picture prompt strategy, their independent task initiations increased. The relation between the use of picture prompts and task completion was less clear for one participant. Factors related to acquisition of picture prompting by individuals with severe disabilities are discussed, and recommendations are made for future research and practice. For high school students with disabilities, sue- ules, typically are regarded as "antecedent cessful adult outcomes such as having a paying cues" because the stimulus for a desired be job may be more likely if these students learn havior (e.g., a full trash can as a signal that the to perform their job tasks independendy trash should be emptied) is made more salient (Wehmeyer, Agran, & Hughes, 1998). Self- by the use of an additional prompt (e.g., a management strategies, which teach people to picture of the trash being emptied) in order