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ERIC Number: EJ1115630
Record Type: Journal
Publication Date: 2016-Sep-23
Pages: 9
Abstractor: As Provided
ISSN: EISSN-1990-3839
Effect of Most-to-Least Prompting Procedure on Dressing Skill of Students with Autism
Çetrez-Iscan, Galibiye; Nurçin, Elçin; Fazlioglu, Yesim
Educational Research and Reviews, v11 n18 p1766-1774 Sep 2016
Dressing skill is one of the necessary self-care skills that is taught to individuals with autism in order for them to be able to live independently. Typically, developing individuals can acquire dressing skill on their own; however, children with autism have difficulties in learning such skill without systematic teaching. Thus, teaching dressing skill should be one of the basic aims of educational service. To this end, this study investigated the effect of most-to-least prompting procedure on dressing skill of students with autism. Three students with autism aged 8, 10 and 11 participated in the study. Multiple probe design across subjects was used to assess the effects of most-to-least prompting on teaching the target dressing skill. The dependent variable of the research is the level of dressing coat with zip and the independent variable is the individual teaching program based on most-to-least prompting method. First, in order to determine the target skill, skill check lists were prepared. Taking the chosen target skill into consideration, individual teaching programs were prepared. Measurement tool was prepared so that the beginning, teaching, observation and generalization of the data can be collected and related to chosen target skill of the students. During the instruction, full physical prompting, partial physical prompting, verbal prompting and independent performance techniques were used. The results of the study revealed that most-to-least prompting was effective on teaching dressing skill of students with autism and also generalized the skill for different places and people.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A