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Abstract
This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a problem–solution structure, completed an electronic story map, and orally answered questions related to the story elements. If unable to complete the map or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. A multiple probe across participants design was used to examine the effects of the intervention. Outcomes indicated the intervention was effective for teaching story element definitions, labeling of the story element map on an iPad, and comprehension of story element questions. The limitations of the study as well as implications for future research and practice are discussed.
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