Both response to intervention (RTI) and recognition and response systems recommend the use of evidence-based teaching strategies and individualized data collection to monitor the students' response to such strategies. In addition to the efficacy of interventions, individual stakeholders should have a voice in which intervention is implemented. Constant prompt delay and progressive prompt delay procedures have been routinely implemented and have been proven to be effective at teaching important skills to a variety populations; however, no objective data has been reported on the stakeholders' preference for such procedures. Thus, the purpose of the present study was to evaluate the relative efficacy of as well as the relative preference for prompt delay procedures. Four preschool children experienced three teaching conditions: constant prompt delay, progressive prompt delay, and a control condition. A multi-element design was used to evaluate the relative efficacy of the prompt delay procedures at teaching pre-academic tasks while a modified concurrent chains arrangement was used to evaluate each child's relative preference for each teaching strategy. The results for efficacy of and preference for prompt delay procedures were idiosyncratic for all participants. These results as well implication of the results are discussed.

Behavioral skills training (BST) is often used to train caregivers to implement various behavior management procedures; however, additional strategies are sometimes required to promote the generalization of skills from a contrived setting to the natural environment. Generalizing skills to the natural environment requires that the caregiver's behavior transfer from control of stimuli in the contrived setting to stimuli in the natural environment, and the skill continues to be performed with high levels of accuracy. The purpose of this study was to assess the extent to which caregivers generalized the use of social reinforcement, in the form of descriptive praise, from the contrived setting to the natural environment. When caregivers failed to respond to opportunities, a progressive prompt delay was used to bring caregivers' responding under the control of relevant client behavior; feedback was used to improve the accuracy with which caregivers implemented reinforcement. Five caregivers in a large residential facility participated in the study; single-opportunity probes were used to assess caregiver's identification of opportunities and accuracy in implementing reinforcement for two defined client behaviors, compliance and appropriate attention-getting behavior. Results of the study suggest that skills failed to generalize from the contrived setting to the natural environment. However, prompting was effective in training caregivers to identify opportunities to provide reinforcement, and feedback improved implementation of reinforcement.