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ERIC Number: EJ1179124
Record Type: Journal
Publication Date: 2018-Mar
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2154-1647
Comparison of Prompting Procedures to Teach Work Tasks to Transition-Aged Students with Disabilities
Riesen, Tim; Jameson, J. Matt
Education and Training in Autism and Developmental Disabilities, v53 n1 p100-110 Mar 2018
A single subject alternating treatment design was used to compare most-to-least and least-to-most prompts to teach work tasks in community businesses. Four students with moderate to severe disabilities, two paraprofessionals, and one transition teacher participated in the study. Results of the study suggest that both prompting strategies were effective in promoting the acquisition and maintenance of employment skills taught in community employment training settings. The special education teacher and paraprofessionals implemented the prompting strategies with fidelity and minimal training. Results are discussed in terms of future research and implications for expanding the scope of community-based employment skills training.
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 - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Adult Intelligence Scale; Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A