S2.05 - Antecedent Cue Regulation, Page 3
Regardless of the type of whether your consumer uses an auditory, visual, or tactile antecedent cue regulation system, Bambara & Cole (1997) recommend you consider the following points:
- Consider the consumer’s interests first. It is important to make sure that the consumer is involved in designing the antecedent cue regulation system. It should be something that they want and it should reflect the consumer’s preferences and interests.
- Select prompts that are easy to understand and require the least amount of training. The consumer can help point to the type of prompts that work best for them. Text may be appropriate for some consumers and others may prefer symbols or graphics. Consumers with visual disabilities may prefer tactile cues or auditory cues.
- Select prompts that are age and context appropriate. Consider the variety of themes used in day planners. A day planner with a cartoon theme, visual or tactile, may not be appropriate for all consumers in all situations. Auditory cues should be geared to the consumer's age and the context of the instruction.
- Consider the benefits and limitations of specific permanent prompts. Some prompts are more expensive than other prompts. For example, photographs can be useful in showing a step by step process but they are expensive and bulky. Written instructions are flexible but they require reading skills.
- Consider consumer preferences for specific prompts. Cues to complete a specific activity might be presented as a list of steps (auditory or visual) on a personal digital assistant (PDA), a checklist on a clipboard, a book with a sequence of photographs, an auditory sequence of steps, a board with a tactile sequence, or a diagram with symbols on the wall. Most people have very specific preferences on how instructional material is presented.
- Teach the meaning of picture cues. A photograph of an action may mean different things to different people. Symbols and diagrams are more abstract representations of actions. Make sure the consumer knows what the cue means.
- Consider the permanency of “permanent” prompts. A consumer may learn a complex series of steps and is no longer dependent upon the cues that initially guided him or her through the sequence.
- Include strategies for generalization and maintenance. By generalization, we mean making sure that the behavior can occur in multiple settings with multiple variations in the environment.
Page updated 11/2/06
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Web Resources
Castle, H. & Dobbins, T. (n.d.). Tactile display technology: A brief overview of its benefits over visual and audio displays. Retrieved September 20, 2004 from: http://www.raeng.org.uk/news/publications/ingenia/issue20/Castle.pdf
ELR Software Pty Ltd. (2000-2002). WordCue trainer, WordCue Active X and dictionary. [Free software]. Retrieved April 20, 2004 from http://www.elr.com.au/wordcue/
Hughes, C. (n.d.). Teaching students to use permanent prompts. In Project TechLink [Online Course] Self-management and self-determination strategies: Promoting independence in the transition to adult life. Retrieved May 7, 2004 from Virginia Commonwealth University Rehabilitation Research and Training Center on Workplace Supports Web site: http://www.vcu.edu/rrtcweb/techlink/
Inge, K.J. Johnson C. & Sutphin, C. (n.d.) The application of a self-management procedure to increase work production: A community-based case study example. [Electronic version]. In Inge, K.J. & Wehman, P. (Eds.), Designing Community-Based Vocational Programs for Students with Severe Disabilities. (Chapter 5). Retrieved April 27, 2004, from Virginia Commonwealth University Rehabilitation Research and Training Center on Workplace Supports Web site: http://www.vcu.edu/rrtcweb/techlink/iandr/voproj/chap5/intro.html
References
Agran, M., King-Sears, M. E., Wehmeyer, M. L., & Copeland, S. R. (2003). Antecedent Cue Regulation and Picture Cues. In Teachers Guide to Inclusive Practices: Student-Directed Learning (pp.10-25). Baltimore, MD: Paul H. Brookes.
Agran, M., King-Sears, M. E., Wehmeyer, M. L., & Copeland, S. R. (2003). Student-directed learning strategies and inclusive practices. In Teachers Guide to Inclusive Practices: Student-Directed Learning (pp.2-8). Baltimore, MD: Paul H. Brookes.
Bambara, L., & Cole, C. L. (1997). Permanent antecedent prompts. In M. Agran (Ed.), Student directed learning: Teaching self-determination skills (pp. 111-143). Detroit, MI: Brooks/Cole Publishing Co.
Copeland, S. R. & Hughes, C. (September 2000). Acquisition of a picture prompt strategy to increase independent performance. In Education and Training in Mental Retardation and Developmental Disabilities, 35, (3), 294-305.
Davies, D. K., Stock, S. E., & Wehmeyer, M. L. (2001). Enhancing independent Internet access for individuals with mental retardation through use of a specialized Web browser: A pilot study. Education and Training in Mental Retardation and Developmental Disabilities, 36(1), 107-113.
Davies, D. K., Stock, S.E., & Wehmeyer, M.L. (2002). Enhancing Independent Task Performance for Individuals with Mental Retardation through Use of a Handheld Self-Directed Visual and Audio Prompting System. Education and Training in Mental Retardation and Developmental Disabilities, 37(2), 209-128.
Hughes, C., & Presley, J. A. (1998). Self-management and self-instruction: The benefits of student involvement in individualized education program implementation. In M. L. Wehmeyer & D. J. Sands (Eds.), Making it happen: Student involvement in education planning, decision making, and instruction (pp. 329-354). Baltimore, MD: Paul H. Brookes.
