Teaching Self-Care and Domestic Living Skills using Least-to-Most Prompting Procedure in a Semi-Residential Setting
DOI:
https://doi.org/10.13129/2612-4033/0110-2997Abstract
Background: This study evaluates the effectiveness of a Least-to-Most (LTM) prompting system, combined with total task chaining, to teach self-care and domestic living skills during two experiments. The participants were five adolescents with Intellectual Developmental Disorders (IDD).
Methods: Treatment effects were evaluated in Experiment 1 with a delayed multiple baseline across behaviors and participants with two follow-ups phases and a delayed multiple baseline across behaviors design with follow-up phase for Experiment 2.
Results: The analysis show that all students learned the target behaviors using LTM prompting procedure, but performance levels slightly decreased during follow-up for both experiments.
Conclusions: The LTM prompting procedure proved helpful in teaching the target skills in a semi-residential context. Implications for practice are discussed.
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