The Effectiveness of Most-To-Least Promting on Teaching Self-Care Skills
The purpose of the present study is to investigate the effectiveness of the most to least prompting procedure on teaching chained self-care skills to students with developmental disabilities. Three students with developmental disabilities participated in this study. All subjects were attending a university unit for the early childhood students with special needs. Amultiple probe design across behaviors, replicated across students was used to investigate the effectiveness of the most-to-least prompting procedure on teaching self-care skills to the subjects. All sessions were conducted at the sink of the self-care classroom at the university unit. An Individualized education program was developed for each target behavior. As mentioned before most to least prompting procedure was used to teach these target behaviors. During instruction full physical prompting, partial physical promting, verbal prompting and independent performance techniques were used. The dependent measure was the percentage of correct responding to the task analyses. There were two types of subject responses: (a) correct responses, and (b) incorrect responses. The criteria were at least 80% correct responding of each target behavior. Both types of reliability, interobserver reliability and procedural reliability, data were collected during 20 % of all sessions. The results of the study revealed that most-to-least prompting was effective in teaching chained self-care skills to students with developmental disabilities.
Volume (Year): 2 (2002)
Issue (Month): 2 (December)
|Contact details of provider:|| Postal: Yunus Emre Kampusu 26470, Eskişehir|
Phone: (90) (222) 335-0580 x 2743
Fax: (90) (222) 320-1304
Web page: http://www.anadolu.edu.tr/akademik/birim/genelBilgi/205/3429/1
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:and:journl:v:2:y:2002:i:2:p:147-168. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Social Sciences Institute)
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.