Using System of Least Prompts to Teach Play to Young Children with Disabilities

Autor/inn/en	Qiu, Jia; Barton, Erin E.; Choi, Gounah
Titel	Using System of Least Prompts to Teach Play to Young Children with Disabilities
Quelle	In: Journal of Special Education, 52 (2019) 4, S.242-251 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466918796479
Schlagwörter	Prompting; Play; Young Children; Disabilities; Intervention; Instructional Effectiveness; Child Behavior; Sustainability; Interrater Reliability + Suchen Sie Ihr Suchwort? Benutzerführung; Spiel; Frühe Kindheit; Handicap; Behinderung; Unterrichtserfolg; Nachhaltigkeit; Interrater-Reliabilität
Abstract	The purpose of this study was to examine the efficacy of the system of least prompts (SLP) for increasing the levels of play behaviors in four young children with disabilities. A multiple probe across participants' single case research design was used to examine the relation between SLP and child-targeted behaviors. The results demonstrated that the instructional package was functionally related to increased levels of independent play and diversity of targeted play actions. Furthermore, play levels were maintained when intervention was withdrawn. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01