Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind
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| Title: | Using System of Least Prompts to Teach Self-Help Skills to Students Who Are Deafblind |
|---|---|
| Language: | English |
| Authors: | Jill Grattan, MaryAnn Demchak (ORCID |
| Source: | Research and Practice for Persons with Severe Disabilities. 2024 49(2):107-125. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Deaf Blind, Students with Disabilities, Self Help Programs, Daily Living Skills, Teaching Methods, Evidence Based Practice, Intervention, Cues, Reinforcement, Hygiene, Health Education, Elementary School Students, Special Education, Special Schools, Visual Impairments, Visual Stimuli, Hearing Impairments, Preschool Children, Student Diversity, Achievement Gains |
| DOI: | 10.1177/15407969241231204 |
| ISSN: | 1540-7969 2169-2408 |
| Abstract: | To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most prompting), visual cues, and reinforcement to teach three self-help skills (i.e., wash hands, dry hands, entry routine) to four participants, ages 3-5 years, with vision and hearing impairments and multiple disabilities. A multiple probe across behaviors design, replicated across participants, was used to evaluate the effectiveness of an intervention package including SLP to teach self-help skills. Three of four participants increased their independence for all targeted self-help skills. A functional relation is indicated for three of four participants and provides promising evidence for use of SLP in teaching individuals with multiple disabilities that include DB. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425505 |
| Database: | ERIC |
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| Abstract: | To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most prompting), visual cues, and reinforcement to teach three self-help skills (i.e., wash hands, dry hands, entry routine) to four participants, ages 3-5 years, with vision and hearing impairments and multiple disabilities. A multiple probe across behaviors design, replicated across participants, was used to evaluate the effectiveness of an intervention package including SLP to teach self-help skills. Three of four participants increased their independence for all targeted self-help skills. A functional relation is indicated for three of four participants and provides promising evidence for use of SLP in teaching individuals with multiple disabilities that include DB. |
|---|---|
| ISSN: | 1540-7969 2169-2408 |
| DOI: | 10.1177/15407969241231204 |
