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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...

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Published in:Child & Family Behavior Therapy Vol. 45; no. 3; pp. 169 - 192
Main Authors: Stabnow, Erin F., Rieger, Heather K., Sweeney, William J.
Format: research tables/charts Journal Article
Published: Taylor & Francis Ltd 2023
Online Access:View this record in EBSCOhost
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      dt: 2023
      vid: 45
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      pub: Taylor & Francis Ltd
      place: Philadelphia, Pennsylvania
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        10.1080/07317107.2023.2170197
        164872331
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        atl: Increasing Pizza Box Assembly Using Task Analysis and a Least-To-Most Prompting Hierarchy.
      aug:
        au:
          Stabnow, Erin F.
          Rieger, Heather K.
          Sweeney, William J.
        affil: LifeScape, Children's Care Hospital & School, Sioux Falls, South Dakota, USA
      sug:
        subj:
          Task Performance and Analysis
          Teaching Methods
          Students with Disabilities Education
          Intellectual Disability
          Human
          Child Behavior
          Child
          Students, High School
          Students, Middle School
          Child: 6-12 years
      ab: 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.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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