Date of Award

1-1-1999

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Master of Education

Faculty

Faculty of Community Services, Education and Social Sciences

First Supervisor

Professor Peter Cole

Abstract

The system of least prompts has been used to teach a variety of daily living skills to students with severe to moderate disabilities. The present study attempted to determine the effects of the system of least prompts when used to teach a pre-lunch routine to two students with severe disabilities. The students were categorised as autistic, or as having autistic characteristics, with severe to moderate intellectual disabilities and communication deficits. The results indicated that the system of least prompts was effective in facilitating a change in students' responses. Three effects were observed in relation to the hypotheses, First, there was an increase in the number of unprompted correct responses. Second, there was a reduction in the time each student required to complete the task. Third, there was a reduction in the use of intrusive prompts to stimulate task-related activity. Additionally, substantial improvements were observed in the communication and behaviour of both students. During maintenance one student continued to perform at an efficient level, while the other student required the assistance of the least intrusive prompt.

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