Using System of Least Prompts to Teach Play to Young Children With Disabilities

Abstract

The purpose of this study was to examine the efficacy of the system of least prompts (SLP) for increasing the levels of play behaviors in four young children with disabilities. A multiple probe across participants’ single case research design was used to examine the relation between SLP and child-targeted behaviors. The results demonstrated that the instructional package was functionally related to increased levels of independent play and diversity of targeted play actions. Furthermore, play levels were maintained when intervention was withdrawn.