Using Least-to-Most Assistive Prompt Hierarchy to Increase Child Compliance with Teacher Directives in Preschool Classrooms

DiCarlo, Cynthia F.; Baumgartner, Jennifer I.; Caballero, Jamie O.; Powers, Courtney

doi:10.1007/s10643-016-0825-7

Cited by 5 publications

(2 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Prompts can be verbal (e.g., “Please pick a place to work”), a model (e.g., “Point to a place to work like this [educator shows the student how to point to desk or kidney table]”), or physical (e.g., guiding the student’s hand toward the desk or kidney table). Common prompting procedures include time-delay procedures (for a description, see Ackerlund Brandt et al, 2016) and least-to-most prompting (DiCarlo et al, 2017). In some cases, you may need to start back at Step 2; in other cases, simply say, “It is time to make a choice” or “What did you choose?” Again, the prompt will depend on the student and instructional context.…”

Section: Choice-making Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Providing Choice-Making Opportunities to Students With Autism During Instruction

White

Oteto

Brodhead

2022

TEACHING Exceptional Children

View full text Add to dashboard Cite

One antecedent-based intervention – choice-making opportunities – is an easy and effective way to motivate students with autism to stay on task, complete academic tasks, and engage in appropriate behavior during academic instruction. The purpose of this article is to discuss three main methods for incorporating choice-making opportunities and describe how educators of students with autism can incorporate choice-making opportunities during academic instruction. Seven steps for implementing choice-making opportunities and examples of how to implement choice-making opportunities during instruction are provided. We intend for readers to: (1) read and comprehend the three methods for implementing choice-making opportunities during instruction, (2) apply the seven steps when implementing choice-making, and (3) use the tables as guide when implementing choice-making during instruction.

show abstract

Section: Choice-making Methodsmentioning

confidence: 99%

“…Step prompting (DiCarlo et al, 2017). In some cases, you may need to start back at Step 2; in other cases, simply say, "It is time to make a choice" or "What did you choose?"…”

Section: After-activity Rewardmentioning

confidence: 99%

Providing Choice-Making Opportunities to Students With Autism During Instruction

White

Oteto

Brodhead

2022

TEACHING Exceptional Children

View full text Add to dashboard Cite

show abstract

Remote Microphone System Use in Preschool Children With Autism Spectrum Disorder and Language Disorder in the Classroom: A Pilot Efficacy Study

Keller

Tharpe

2021

Am J Speech Lang Pathol

View full text Add to dashboard Cite

Purpose The present pilot study aimed to provide estimates of the feasibility and efficacy of a remote microphone (RM) system as an augmentative intervention to improve the functional listening performance of preschool children with autism spectrum disorder (ASD) and language disorder. Method Eight children with ASD and language disorder participated. Efficacy of the RM system was determined by evaluating participants' functional listening performance, as measured by an observational measure in RM-off and RM-on conditions. Responses were evaluated at the individual level using an alternating conditions design. Results Adequate feasibility was demonstrated as all participants were able to complete tasks in the RM-on condition. A subset of participants showed significant improvements in their functional listening performance in the RM-on condition, as demonstrated by visual inspection and effect sizes (nonoverlapping data points and percentage of data points exceeding the mean), indicating that there may be important sources of individual differences in responses to RM use in children with ASD. Conclusion The results of this pilot study provide support for future research on RM systems to target functional listening performance in children with ASD and language disorder.

show abstract

Prompting peers’ use of choices to promote communication in children with autism spectrum disorder.

et al. 2019

View full text Add to dashboard Cite

The purpose of this research was to determine the effect of prompting a preschool student to use choice making with a peer identified with autism spectrum disorder. The researchers used a single case research design. Researchers provided prompting across three thematic play activities. Results show that there was an initial effect in the first activity, which may have resulted in a carry-over effect in the other two activities. While peer-mediated instruction can be an effective method for increasing the dosage of learning opportunities that children with autism spectrum disorder experience in early childhood settings, peers may need more training or ongoing support to sustain their interactions with the child in a meaningful way.

show abstract

Using Least-to-Most Assistive Prompt Hierarchy to Increase Child Compliance with Teacher Directives in Preschool Classrooms

Cited by 5 publications

References 24 publications

Providing Choice-Making Opportunities to Students With Autism During Instruction

Providing Choice-Making Opportunities to Students With Autism During Instruction

Remote Microphone System Use in Preschool Children With Autism Spectrum Disorder and Language Disorder in the Classroom: A Pilot Efficacy Study

Prompting peers’ use of choices to promote communication in children with autism spectrum disorder.

Contact Info

Product

Resources

About