Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder

Autor/inn/en	Probst, Kristi M.; Walker, Virginia L.
Titel	Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder
Quelle	In: Journal of Visual Impairment & Blindness, 111 (2017) 6, S.511-525 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
Schlagwörter	Teaching Methods; Visual Impairments; High School Students; Autism; Pervasive Developmental Disorders; Prompting; Hygiene; Daily Living Skills; Program Implementation; Workshops; Coaching (Performance); Males; Fidelity; Skill Development; Special Education Teachers; Paraprofessional School Personnel; Scores; Teamwork; Observation; Video Technology; Intervention + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Visual handicap; Sehbehinderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Autismus; Benutzerführung; Alltagsfertigkeit; Lernwerkstatt; Schulung; Male; Männliches Geschlecht; Kompetenzentwicklung; Qualifikationsentwicklung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Beobachtung
Abstract	Introduction: This study evaluated the effectiveness of a workshop and follow-up coaching sessions on the implementation of the system of least prompts procedure by classroom team members and explored whether this intervention resulted in personal hygiene skill acquisition by a male high school student with comorbid visual impairment and autism spectrum disorder. Methods: Implementation fidelity data were analyzed descriptively through visual analysis. A multiple baseline design across behaviors was utilized to evaluate the effectiveness of the system of least prompts procedure on student skill acquisition. Results: Implementation fidelity was high and increased over the course of the study: paraeducator 1: 93.9% (range, 70 to 100%); paraeducator 2: 78.2% (range, 11 to 90%); and special education teacher: 94.1% (range, 35 to 100%). In addition, the student's independent performance improved from baseline to intervention across each targeted skill, with Tau-U scores as follows: cleaning the augmentative and alternative communication device: 0.78; washing hands: 0.76; and brushing teeth: 0.92. Classroom team members found both the training procedures and the system of least promptsintervention to be of value and effective. Discussion: During intervention, classroom team members implemented the system of least prompts with fidelity and the student mastered each skill. These results are promising and add to the significantly limited literature on instructional interventions for students with comorbid visual impairment and autism spectrum disorder. Implications for practitioners: Classroom team members can effectively be taught to use the system of least prompts with students with comorbid visual impairment and autism spectrum disorder. Furthermore, the intervention might be used to increase independent functioning for students with these comorbid conditions (As Provided).
Anmerkungen	American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01