Abstract
The purpose of this study was to evaluate the effects of a system of least prompts procedure with a video prompt serving as the model in teaching office tasks to three high school students with moderate intellectual disability. A multiple probe across behaviors design replicated across participants was used to evaluate the intervention. The dependent variable was percentage of steps completed independently on collating and stapling papers, organizing a binder, and preparing a letter. Generalization was assessed across materials for each participant in a pre-/post-test format. Results indicated the three participants learned all three skills after the introduction of intervention and generalized the majority of steps to novel materials.
| Original language | English |
|---|---|
| Pages (from-to) | 39-49 |
| Number of pages | 11 |
| Journal | Career Development and Transition for Exceptional Individuals |
| Volume | 38 |
| Issue number | 1 |
| DOIs | |
| State | Published - May 2015 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A100094 to the University of Georgia. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© Hammill Institute on Disabilities 2013.
Keywords
- Developmental disabilities
- Education
- High school
- Low-incidence
- Single subject research
ASJC Scopus subject areas
- Education
- Organizational Behavior and Human Resource Management