Given the frequency with which the “system of least prompts” is used, it is important to identify procedures to enhance the effectiveness and efficiency of the system. This study compared effects of a traditional least to most procedure (TLM) and a revised least to most procedure (RLM) on skill acquisition in individuals with moderate and severe disabilities. One prompt sequence (TLM) contained verbal prompts paired across the hierarchy and another sequence was devoid of verbal prompts (RLM). Four students were instructed with each prompt sequence within a parallel treatments design. Results indicated that, although both prompt sequences were effective, efficiency data (time and effort to transfer stimulus control) favored the RLM procedure.
Get full access to this article
View all access options for this article.
References
1.
AultM. J.WoleryM.DoyleP. M.GastD. L.Review of comparative studies in instruction of students with moderate and severe handicapsExceptional Children55346–3561989
2.
BaineD.Using prompting and fading techniques to instruct handicapped learners. B. CJournal of Special Education51–121981
3.
BillingsleyF. D. L. Ryndak & S. Alper Principles and practices for instructing students with significant needs in inclusive settingsAllyn and BaconBoston362–3812003Curriculum and instruction for students with significant disabilities in inclusive settings
4.
BillingsleyF. F.HiltonA.RinglabenR.Behaving independently: Considerations in fading instructor assistanceBest and promising practices in developmental disabilitiesPro-EdAustin, TX157–1671998
5.
BillingsleyF. F.WhiteO. R.MunsonR.Procedural reliability: A rationale and an exampleBehavioral Assessment2229–2411980
6.
BondyA. S.FrostL. A.The Picture Exchange Communication SystemFocus on Autistic Behavior91–181994
7.
DettmerS.SimpsonR. L.MylesB. S.GanzJ. B.The use of visual supports to facilitate transitions of students with autismFocus on Autism and Other Developmental Disabilities15163–1692000
8.
DoyleP. M.WoleryM.AultM. J.GastD. L.System of least prompts: A literature review of procedural parametersJournal of the Association for Persons with Severe Handicaps1328–401988
9.
EtzelB. C.LeblancJ. M.The simplest treatment alternative: Appropriate instructional control and errorless learning procedures for the difficult-to-teach childJournal of Autism and Developmental Disorders9361–3821979Improving the System of Least Prompts / 143
10.
GastD. L.WoleryM.Parallel treatments design: A nested single subject design for comparing instructional proceduresEducation and Treatment of Children11270–2851988
11.
GrandinT.SchoplerE.MesibovG.Learning and cognition in autismCurrent issues in autismPlenum PressNew York137–1561995How people with autism think
12.
HalleJ. W.ChadseyJ.LeeS.RenzagliaA.KennedyC. H.HornE. M.Systematic instructionIncluding students with severe disabilitiesAllyn and BaconBoston54–772004
13.
HiltonA.RinglabenR.Best and promising practices in developmental disabilitiesAustin, TX1998
14.
SchoplerE.MesibovG. B.HearseyK.SchoplerE.MesibovG. B.Structured teaching in the TEACCH systemLearning and cognition in autismPlenumNew York243–2681995
15.
SchreibmanL.KohlenbergB. S.BrittenK. R.Differential responding to content and intonation components of a complex auditory stimulus by nonverbal and echolalic autistic childrenAnalysis and Intervention in Developmental Disabilities6109–1251986
16.
SchulerA. L.QuillK. A.Thinking in autism: Differences in learning and developmentTeaching children with autism: Strategies to enhance communication and socializationDelmarNew York11–321995
17.
SchwartzI. S.BaerD. M.Social validity assessments: Is current practice state of the artJournal of Applied Behavior Analysis24189–2041991
18.
SteegeM.WackerD.McmahonC.Evaluation of the effectiveness and efficiency of two stimulus prompt strategies with severely handicapped studentsJournal of Applied Behavior Analysis18293–2991987
19.
WallsR. T.EllisW. D.ZaneT.VanderpoelS. J.Tactile, auditory, and visual prompting in teaching complex assembly tasksEducation and Training of the Mentally Retarded14120–1301979
20.
WestlingD. L.FoxL.Teaching students with severe disabilitiesMerrillColumbus, OH2004rd ed.
21.
WoleryM.AultM. J.DoyleP. M.Teaching students with moderate to severe disabilities: Use of response prompting strategiesLongmanNew York1992
22.
WoleryM.AultM. J.DoyleP. M.GastD. L.Comparison of instructional strategies: A literature reviewDepartment of Special EducationLexington, KY1986Grant No. G008530197
23.
WoleryM.AultM. J.GastD. L.DoyleP. M.GriffenA. K.Comparison of constant time delay and the system of least prompts in teaching chained tasksEducation and Training in Mental Retardation25243–2571990
