System Of Least Prompts Research Articles

The Effects of an Instructional Package on Reading Skills for Multilingual Learners With Extensive Support Needs

In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed.

Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind

To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most prompting), visual cues, and reinforcement to teach three self-help skills (i.e., wash hands, dry hands, entry routine) to four participants, ages 3-5 years, with vision and hearing impairments and multiple disabilities. A multiple probe across behaviors design, replicated across participants, was used to evaluate the effectiveness of an intervention package including SLP to teach self-help skills. Three of four participants increased their independence for all targeted self-help skills. A functional relation is indicated for three of four participants and provides promising evidence for use of SLP in teaching individuals with multiple disabilities that include DB.

Learning to Make Change Via Virtual Money Manipulative, System of Least Prompts, and Modeling Online

Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined.

Just Dollars and Cents: Making Change via a Virtual Money Manipulative

Providing high-quality services to students with disabilities in rural settings can be challenging, as rural schools often lack resources both in and out of the classroom. One potential option to provide high-quality mathematics instruction to students with disabilities in rural areas is using virtual manipulatives and online instruction. In this study, a single-case research design was used to examine the progress of three high school students with intellectual and developmental disabilities (IDDs) as they used a virtual money manipulative within an online learning environment to solve making change problems. The researchers found a functional relation between the intervention package (i.e., a virtual money manipulative, modeling, system of least prompts) and the dependent variable of accuracy in solving making change problems across three students. In addition, all three students demonstrated an increase in independence during each session and maintained their accuracy and independence after the intervention concluded.

The generalized impacts of systematic instruction strategy training on the instructional staff of a vocational training center

BACKGROUND: Vocational training centers improve outcomes for people with intellectual and developmental disabilities (IDD), but employment rates remain low. Additionally, vocational direct support professionals (DSPs) often lack the training to implement effective instruction and the administrative procedures needed for change. OBJECTIVE: This study examines the effect of behavioral skills training (BST) on the maintained procedural fidelity of evidence-based practice (EBP) instruction in direct support providers with clients who have moderate to extensive support needs (M-ESN). METHOD: Three instructor-identified EBPs for teaching individuals with IDD were selected for professional development (PD): most-to-least prompting, time delay procedures, and system of least prompts. Three single case multiple probe across behaviors experiments evaluated the efficacy of the researcher-delivered BST instruction model on trainee accuracy as assessed by trained center administrators. RESULTS: A functional relation between the BST instruction and generalized DSP implementation was indicated, despite challenges and limitations related to COVID-19. Social validity measures found the goals, procedures, and outcomes were socially significant, and the intervention was practical and effective. CONCLUSION: Practices in vocational training should reflect the high standards for systematic instruction in the K-12 setting. EPB BST training with administration progress monitoring can improve DSPs’ instruction with clients, thus improving learning outcomes for adults with M-ESN.

Effective methods for adapted text learning for students with mild to severe intellectual disabilities: Differentiating character comparisons

Teaching students with mild to severe intellectual disabilities who are early readers or non-readers to interact with grade-level literature is difficult. This article outlines research-based teaching methods for early readers and non-readers who have moderate to severe intellectual disabilities and need modified texts and text comprehension instruction. The study's overarching goal was to evaluate the efficacy of a System of Least Prompts (SLP) procedure and a visual organizer in helping first-grade children with mild to severe intellectual disabilities learn the academic literacy criterion of character comparison. These methods may help instructors create resources and guidelines to encourage student involvement with altered literature. To assess the outcomes, various participants are probed in different ways was utilized. The findings showed that one student learned the skill well using the least graphic organizers and prompts intervention strategy. For two more students, the intervention worked well with some adjustments. All participants kept the ability and applied it generally. Future research directions are considered, as well as any practical ramifications. The research on academic content acquisition and students with MSID is furthered by the findings of this study. Through methodical training and the usage of a visual organizer, students with Mild and severe Intellectual disability were able to replicate prior academic studies in teaching by making quantifiable progress in the learning of a reading benchmark. By being the first to instruct primary pupils with MSID in the standard of character comparison, this research also advances the literature.

Using the System of Least Prompts to Teach Pretend Play to Preschoolers With Developmental Disabilities in Contexts With Their Peers

Play skills are a behavioral cusp as they provide the foundation for the development of other related skills in young children. Children with developmental disabilities often demonstrate significant delays in their play skills. When children do not engage in play at the same rates or in the same ways as their peers or siblings, their ability to learn and practice other skills such as communication and social interactions is negatively impacted. We used a concurrent, multiple probe design across participants to assess the efficacy of using a system of least prompts (SLP) intervention package to teach pretend play to three children with disabilities in contexts with their peers. The SLP intervention package was related to increases in target pretend play behaviors for all three children. Also, parents and teachers reported observed changes in play across both the classroom and the home environments.

State Deafblind Technical Assistance Project Staffs’ Reported Use and Perceived Skill of Implementing the System of Least Prompts with Students Who Are Deafblind

This study evaluated state deafblind project technical assistance providers (TA) reported use of systematic instruction, specifically the system of least prompts (SLP), and examined perceptions of implementation and accuracy of description of components. In a census, 151 TA providers were asked to report instructional methods used. A majority of respondents reported using systematic response prompting historically. Fewer than half reported providing TA with the goal of increasing others’ use; of this group, 78.9% rated themselves as confident that they could coach others in use of the SLP. Only one respondent accurately answered all questions about components of the SLP. TA providers reported emphasizing modifications and adaptations to the environment based on child characteristics. Instructional methods reportedly employed highlighted child-guided methods. Overall, responses suggested systematic instruction is not commonly or accurately used. We discuss implications of limited use for children with deafblindness, make suggestions to increase use, and suggest future research.

Examining Virtual Manipulatives for Teaching Computations With Fractions to Children With Mathematics Difficulty

As digital technology use increases in K–12 education, greater numbers of strategies become available to support students in mathematics. One technology that provides students diverse representations of mathematical concepts is virtual manipulatives. Although instruction featuring representations with physical manipulatives possesses a large body of research, the virtual form lacks comparable study, particularly with young children experiencing mathematics difficulty or identified with a mathematics learning disability. These students often demonstrate challenges learning integral skills such as fractions that subsequently affect their academic success in future years. This study examined the use of virtual manipulatives paired with explicit instruction and a system of least prompts for teaching computations with fractions to three elementary students with mathematics difficulty. A functional relation was found using a single-subject multiple probe design between the treatment condition and students’ accuracy performance solving problems. These results and their implications for the field at-large are discussed.

Using Video Modeling Plus a System of Least Prompts to Teach People With Intellectual Disability to Participate in Faith Communities.

There is a need for meaningful inclusion of people with disabilities in faith communities beyond physical presence. Although it has been recommended that evidence-based practices be used to increase the meaningful participation of people with intellectual disability in faith communities, there is a lack of empirical studies. The purpose of this study was to examine the use of video modeling and the system of least prompts in teaching individuals with intellectual disability to participate in a community activity. The results indicated the intervention was effective in teaching the tasks in simulated situations and following acquisition, the behaviors generalized to the actual worship service or faith community setting.

Preservice special education teachers’ perceptions of mixed-reality simulation experiences

Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality simulation compared to traditional classroom practice (i.e., role playing) in learning the High-Leverage Practice of system of least prompts. Results of this study indicate that those who participated in the mixed-reality simulator had significantly different social validity survey responses from the live practice group on items related to perceived performance, perceived tool value, and treatment experience; these findings can help inform teacher educators on how to incorporate mixed-reality simulation. Limitations and future research are discussed.

Teaching Students to Solve Subtraction Problems Online via the Virtual-Representational-Abstract Instructional Sequence

ABSTRACT Research exists on mathematical interventions to support elementary students experiencing mathematical difficulties, yet little examines the provision of such interventions within an online learning environment. This study explored the online delivery of the virtual-representational-abstract (VRA) instructional sequence, taught via explicit instruction, coupled with the system of least prompts (SLP) to three elementary students with mathematics difficulties. From this single case design study, researchers determined the VRA instructional sequence with the SLP was effective for three elementary students with mathematical difficulties in terms of accuracy in solving double-digit subtraction with regrouping problems. Further, the students were relatively independent in solving the problems. The results of this study hold implications for the online delivery of effective mathematical interventions to struggling elementary students.

Increasing the Number Sense Understanding of Preschool Students With ASD

Teaching children with autism spectrum disorder (ASD) academic skills supports their future opportunities. For example, early number sense skills are predictive of future mathematical success for all children including children with ASD. Yet, research on foundational early childhood mathematics skills of children with ASD is limited. This study used an adapted version of Number Talks to increase the number sense skills of preschool children with ASD. Number Talks is a constructivist approach that was combined with systematic instruction (i.e., system of least prompts and modeling) in this study. A multiple probe across participants design established a functional relation between using an adapted version of Number Talks and the early number sense skills of preschool children with ASD. Findings suggest using an adapted version of Number Talks can increase the early number sense skills of preschool children with ASD. Implications for practice and future research are discussed.

Mixed-Reality Simulation With Preservice Teacher Candidates: A Conceptual Replication

Given the critical importance of discrete instructional practices in special education, teacher candidates must be prepared to implement them upon entering the classroom. In preservice teacher education programs, field placements and clinical experiences rarely provide enough opportunities for preservice teachers to gain the proficiency needed to provide effective instruction. In this study, a randomized control research design was used to investigate the effects of a mixed-reality simulation experience compared with traditional classroom practice in the implementation of a system of least prompts. Results suggest that mixed-reality simulation with additional coaching supports significantly improved preservice teachers’ implementation of the prompting sequence. Social validity data collected offer insights into the use of mixed-reality simulation in practice with preservice teachers. Limitations and suggestions for future work are discussed.

Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings

Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM/SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.

Teaching Board Game Play to Young Children With Disabilities

We examined the use of an intervention package consisting of the system of least prompts (SLP), visual schedules, peer models, and contingent reinforcement to teach four children with disabilities to independently play board games and communicate with their typically developing peers. We found the intervention package with individual adaptations was related to increases in independent board game play behaviors. No changes in peer-directed social communication were observed. Our study extends the research on board game play–focused interventions by demonstrating the effectiveness of the intervention package for young children with or at risk for disabilities and their typically developing peers.

Evaluating a modified behavioral skills training procedure for teaching poison prevention skills to children with autism.

Accidental poisonings can occur for children with disabilities as a result of ingesting household products, such as medications and cleaning chemicals, if the products are not stored safely. Behavioral approaches such as behavioral skills training (BST) have been used in previous research to teach safety skills to children with disabilities. However, research suggests that BST is not always effective for teaching safety skills to children with and without disabilities. Thus, the purpose of this study was to evaluate the efficacy of a modified BST package that incorporated a system of least prompts. A nonconcurrent multiple baseline design across participants was used to evaluate the effects of intervention with three 6-8-year-old children with autism. Results showed that BST with the prompt sequence increased poison prevention skills for all 3 participants and the skills maintained at follow-up.

Virtual Manipulative-Based Intervention Package to Teach Multiplication and Division to Secondary Students With Developmental Disabilities

Mathematics instruction for students with intellectual disabilities and autism is important. However, it is imperative for researchers and practitioners to focus on the maintenance of mathematical concepts and not just acquisition for these students. Through a single-case multiple probe across participants study, researchers explored an intervention package consisting of a manipulative-based instructional sequence involving virtual manipulatives and then representations (i.e., drawings; referred to as the virtual-representational instructional sequence), explicit instruction, the system of least prompts, overlearning, and support fading to support students with intellectual disability and autism to acquire and maintain multiplication or division skills. The three middle school students who completed the entire intervention acquired and maintained their targeted mathematics skill—in multiplication or division. The results have implications for use of intervention packages to teach foundational mathematics skills to students with developmental disabilities.

Peer Mediators’ Use of Prompting to Increase Social Communication in Students with Disabilities

Social communication is a key component in building and maintaining friendships. However, students with autism spectrum disorder and intellectual disability often exhibit deficits in communication behaviors. Peer-mediated interventions are an evidence-based practice in increasing social communication skills for elementary and middle school students. Systematic instruction has been used as an intervention for both academic and functional skills. This study utilized a multiple probe design across students to assess the effectiveness of training two high school aged peer mediators to implement a system of least prompts strategy during a leisure activity to elicit social communication behaviors from four same age peers with disabilities. Results showed increases in initiations and independent responses when system of least prompts was used effectively by peer mediators. Future implications are discussed.

Constant Time Delay and System of Least Prompts: Efficiency and Child Preference

Prompting procedures are effective for teaching skills, but limited comparative data exist to guide practitioners to select the best procedures for individuals. This study compared efficiency of two prompting procedures—constant time delay (CTD) and system of least prompts (SLP)—to teach expressive identification of 32 targets to 10 preschoolers with and without disabilities. To assess efficiency differences between conditions and analyze changes in learning over time, we used adapted alternating treatments designs in the measurement context of cumulative records. CTD was more efficient for five children, SLP was more efficient for three children, and results were inconclusive for two children. We measured children’s choices between procedures via simultaneous treatments designs, to assess child preference and whether preferences and efficiency aligned. Preference outcomes were mixed and did not consistently align with efficiency. We used exploratory analyses to assess whether child characteristics moderated outcomes. Children for whom CTD was more efficient had significantly fewer sessions to mastery, non-significantly fewer errors, and non-significantly higher developmental assessment scores, compared to children for whom SLP was more efficient.