Abstract
This investigation evaluated the effects of a hierarchical intervention that consisted of picture cues and correspondence training procedures to increase engagement of 4 young children with significant developmental delays during classroom free play sessions. Up to three levels of intervention were introduced with each child, with more intrusive levels being used only when less intrusive levels had failed to impact behavior. A multiple-probe design across children was used to evaluate the effectiveness of the intervention. Results of the study were mixed, with 2 children requiring less intrusive levels of intervention and 2 children requiring the entire intervention package in order to reach criterion.
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