Increasing Pizza Box Assembly Using Task Analysis and a Least-To-Most Prompting Hierarchy.
The purpose of this study was to determine whether a least-to-most prompting hierarchy was effective in teaching students with intellectual disabilities to increase the number of task-analyzed steps independently completed related to folding a pizza box as a potential pre-vocational task. An additio...
| Publicado en: | Child & Family Behavior Therapy Vol. 45; no. 3; pp. 169 - 192 |
|---|---|
| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
2023
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | The purpose of this study was to determine whether a least-to-most prompting hierarchy was effective in teaching students with intellectual disabilities to increase the number of task-analyzed steps independently completed related to folding a pizza box as a potential pre-vocational task. An additional and related purpose of this study was to determine whether a least-to-most prompting hierarchy was effective for improving these students' productivity while decreasing the level of least-to-most prompts required to complete task-analyzed steps of a pizza box assembly task. A multiple-baseline design across subjects was used to analyze the effectiveness of the implementation of a least-to-most prompting hierarchy. Results of this study indicated that the use of a task analysis and a least-to-most prompting hierarchy was effective in teaching individuals with intellectual disabilities pizza box assembly skills. Implications and recommendations for the use of a task analysis with least-to-most prompts for teaching complex vocational tasks to individuals with intellectual disabilities as well as possibilities for future research were also discussed. |
|---|