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 and 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.

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.

Analysis of Differences Across Two Unaffiliated Systematic Reviews Using What Works Clearinghouse Single-Case Design Standards

The system of least prompts response prompting procedure has a rich history in special education research and practice. Recently, two independent systematic reviews were conducted to determine if the system of least prompts met criteria to be classified as an evidence-based practice. Both reviews used single-case design standards developed by What Works Clearinghouse to evaluate the rigor and effects of studies; however, findings and implications varied significantly across reviews. We examined the data supporting each review and discuss how two reviews on the same topic area using the same standards for evaluating studies could arrive at different conclusions. Results indicate that varying search parameters, visual analysis protocols, and the flexibility allotted by the design standards may have contributed to differences. We discuss the importance of multiple literature reviews on the same topic area with regard to replication research in special education. In addition, we highlight the necessity of open data in such reviews. Finally, we recommend how practitioners and researchers should collectively interpret the differing findings and conclusions from the reviews examining the system of least prompts.

Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context

We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).

iPad® Video Prompting to Teach Cooking Tasks to Korean American Adolescents With Autism Spectrum Disorder

In response to the growing necessity for considering the cultural and contextual needs of youth with disabilities in experimental studies, this study examines the effectiveness of an intervention package consisting of video prompting with a system of least prompts and reinforcement on Korean American adolescents with autism spectrum disorder. Through the replication of procedures used in a study by Mechling et al. (2008), the current study examined the effects of self-directed video prompting with a system of least prompts and verbal praise on completion of three preferred cooking tasks by three Korean American male adolescents with autism spectrum disorder. A single-case multiple probe design replicated across three cooking tasks was used. Results indicated the correct completion of multi-step cooking tasks increased with the intervention package and was maintained seven weeks following intervention across three participants. Discussion and implications for future research and practice are presented.

Teaching Students With Moderate and Severe Intellectual Disability to Compare Characters in Adapted Text

The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach the academic literacy standard of comparing characters in text for elementary students with moderate and severe intellectual disability. A multiple probe across participants design was used to evaluate the results. The results indicated the system of least prompts and graphic organizer intervention was effective in teaching the skill to one student. The intervention, with modifications, was effective for two additional students. All participants maintained and generalized the skill. Directions for future research and practical implications are discussed.