Comparison of Two Prompting Procedures to Increase Response Fluency among Severely Handicapped Learners

This study compared the effects of the decreasing assistance and the increasing assistance approach of the fluency-building rates of severely and profoundly handicapped learners. Using a two-choice discrimination task with six non-verbal subjects who could follow a limited number of simple commands, it was found that during fluency building the increasing assistance approach appeared to be more efficient.