Using System of Least Prompts Delivered via Remote Instruction to Teach Nutrition Education to Students with Intellectual Disability

Abstract

Research indicates knowledge about balanced meals is an important skill for adolescents with intellectual and multiple disabilities (Alqahtani & Schoenfeld, 2014; Pember & Knowlden, 2017). This multiple probe design study utilized the system of least prompts (SLP) to teach nutrition education via remote instruction. Participants were four high school students with intellectual disability (ID). The dependent variable was identifying the food representing the missing food group when presented with a digital slide of four foods (each food representing a different food group). Results indicate the SLP was effective in teaching all participants to choose the missing food and building balanced “meals.” All participants mastered the skill and two maintained skills at follow up.

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