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References in periodicals archive ?
Each day, the special education teacher used a system of least prompts procedure to teach various leisure skills to the students with FMD in the special education classroom.
(1997) found the system of least prompts procedure delivered by the special education teacher was effective in teaching the leisure skills to the students with FMD.
In the 8-min instructional sessions, the teachers contingently imitated the child, applied the system of least prompts targeting the four types of pretense behaviors (functional play with pretense, object substitution, imagining absent objects, and assigning absent attributes), and praised all pretense behaviors.
Consistent with a system of least prompts, the prompt sequence was adapted based on the child response patterns.
This study examined the relation between the teachers' use of the system of least prompts and contingent imitation and pretense behaviors of children with disabilities.
When the teachers applied the system of least prompts, they modeled and physically prompted actions on toys and described the actions being prompted.
A secondary purpose of this study was to evaluate the teachers' acquisition of the intervention procedures (i.e., contingent imitation and system of least prompts).
TABLE 5 Median and Mean PND Values for Instructional Components Represented in Single-Subject Research (Purchasing Studies) Confidence Instructional Component Median Mean Interval Instructional Format Total task chaining 97.20 94.64 89.21-100 In vivo 95.35 87.18 55.76-100 Prompting Stimulus 99.00 98.80 96.54-100 Verbal model 98.00 91.97 77.98-100 Physical guidance 97.20 89.06 67.34-100 Physical model 97.60 90.88 73.81-100 Prompt Fading System of least prompts 97.20 79.29 47.88-100 Constant time delay 92.75 79.28 43.15-100 Error Correction Next level prompt 97.60 90.88 73.81-100 Student repeat correct 96.05 87.53 55.86-100 Reinforce Correct Response 97.60 85.75 68.79-100 Total 97.60 85.75 68.79-100 No.
The response prompting strategies (most-to-least prompting and progressive time delay, system of least prompts, antecedent prompt and test) that have been compared to trial-and-error and error-correction procedures are more effective and were more efficient in terms of errors to criterion.
The system of least prompts appears to be less efficient in some cases than most-to-least prompting in terms of errors to criterion, and produces more errors, trials, and minutes of direct instruction time than progressive time delay and constant time delay.
The most studied strategies were error correction, most-to-least prompting, system of least prompts, progressive time delay, and stimulus fading.
Second, while some of the strategies have been investigated extensively in isolation (e.g., system of least prompts, Doyle et al., 1988; time delay, Handen & Zane, 1987), the parameters of the procedures have not been investigated fully.
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