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ERIC Number: EJ1016614
Record Type: Journal
Publication Date: 2014-Mar
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2154-1647
Effects of a Peer-Delivered System of Least Prompts Intervention and Adapted Science Read-Alouds on Listening Comprehension for Participants with Moderate Intellectual Disability
Hudson, Melissa E.; Browder, Diane M.; Jimenez, Bree A.
Education and Training in Autism and Developmental Disabilities, v49 n1 p60-77 Mar 2014
This study investigated the effects of a peer-delivered system of least prompts intervention and adapted grade-level science read-alouds on correct listening comprehension responses for participants with moderate intellectual disability. The intervention package included prompts in which selected text was read again. Participants directed the amount of assistance they received from peer tutors by asking for help when needed and self-monitored their independent correct responses. Text was adapted from fourth grade science curricula currently being used by the general education fourth grade class. A question template was used to create factual recall and inferential questions and a multiple probe design across participants was used to determine the functional relationship between the system of least prompts intervention and listening comprehension. Outcomes indicated that the intervention was effective for teaching listening comprehension for all participants, but intervention effects did not generalize to untrained lessons. The study's contributions to research, limitations, need for future research, and implications for practice are discussed.
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A