This session will
describe a single case research study, a multiple probe baseline design across
symbols and replicated across participants. A system of least prompts was used
to teach use of tangible symbols for requesting to children who are deafblind with
multiple disabilities. Results demonstrated that children with no prior
conventional communication skills increased symbol use. Study procedures and
social validity data will be presented.
Participants will be able to:
- Explain the application of the system of least prompts to teach new skills to children who are deafblind.
- Describe the contribution of the findings of the current study to the body of evidence supporting the use of the system of least prompts to provide instruction to children with multiple disabilities including deafblindness.
- Increase their understanding of the role of experimental intervention research in informing selection of effective and efficient instructional strategies for children with multiple disabilities including deafblindness.
This session was presented by Chevonne Sutter, Ph.D., BCBA-D and MaryAnn Demchak, Ph.D., BCBA-D on August 31, 2020.
Captions and transcripts are under production and will soon be available.