This manuscript describes an instructional strategy, system of least prompts, and reviews the use of the procedure in the applied research literature. The literature is analyzed in terms of the populations for which the procedure has been used, the type of skills that have been taught with the procedure, and the results when the procedure was employed. The literature also is described in terms of previously identified parameters of the system of least prompts including (a) the number and type of prompts included in the least-to-most assistance prompt hierarchies, (b) the presentation of the target stimulus at each prompt level, (c) use of a fixed response interval, and (d) the delivery of reinforcement following correct prompted and unprompted responses. Summary statements and recommendations about future use and research are included.

We systematically reviewed more than 25 years of applied research examining the system of least prompts response prompting procedure with individuals with disabilities. We identified 123 peer-reviewed studies including 413 participants receiving instruction with the system of least prompts. A total of 252 experimental designs were evaluated, with 51 designs indicating a functional relation and the presence of 154 demonstrations of effect across 91 individuals. Our data indicate that the system of least prompts is an evidenced-based practice for teaching chained responses related to community, self-care, and vocational skills to individuals with moderate intellectual disability who are 13 years of age or older. In addition, we present and discuss a method for analyzing and aggregating data from single-case studies to account for noneffects and publication bias when identifying if an intervention meets standards as an evidence-based practice.

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Although religion and spirituality have received relatively limited attention in the literature addressing people with disabilities, each is strongly associated with a host of positive outcomes, including enhanced quality of life. One way to participate in religious activities and enhance spirituality is to participate in a faith community. In this article, we report findings from a survey of 416 parents exploring the ways in which they and their children with disabilities participated in their congregations and examining factors associated with participation and inclusion in those communities. Consistent with findings from general social surveys, the majority of parents indicated their faith was important to them and many-along with their sons or daughters with disabilities-participated in congregational activities. Although parents reported their sons and daughters with disabilities participated in somewhat fewer types of activities than they did, this involvement occurred most often in activities involving peers without disabilities. However, parents generally were not satisfied with the level of supports provided by faith communities, and they highly valued a welcoming and supportive attitude by the community. We discuss implications for extending inclusive efforts into congregational contexts and suggest future research directions.

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