Using System of Least Prompts to Teach Play to Young Children With Disabilities

2018 ◽  
Vol 52 (4) ◽  
pp. 242-251 ◽  
Author(s):  
Jia Qiu ◽  
Erin E. Barton ◽  
Gounah Choi
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Single Case ◽  
System Of Least Prompts ◽  
Case Research ◽  
Young Children With Disabilities ◽  
Play Behaviors ◽  
Single Case Research ◽  
Multiple Probe ◽  
Instructional Package

The purpose of this study was to examine the efficacy of the system of least prompts (SLP) for increasing the levels of play behaviors in four young children with disabilities. A multiple probe across participants’ single case research design was used to examine the relation between SLP and child-targeted behaviors. The results demonstrated that the instructional package was functionally related to increased levels of independent play and diversity of targeted play actions. Furthermore, play levels were maintained when intervention was withdrawn.

Teaching Board Game Play to Young Children With Disabilities

2021 ◽  
pp. 109830072098528
Author(s):  
Gabrielle M. Trimlett ◽  
Erin E. Barton ◽  
Caroline Baum ◽  
Gabriela Robinson ◽  
Lauren Schulte ◽  
...  
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Board Game ◽  
Typically Developing ◽  
Intervention Package ◽  
Game Play ◽  
System Of Least Prompts ◽  
Board Games ◽  
Young Children With Disabilities ◽  
Play Behaviors

We examined the use of an intervention package consisting of the system of least prompts (SLP), visual schedules, peer models, and contingent reinforcement to teach four children with disabilities to independently play board games and communicate with their typically developing peers. We found the intervention package with individual adaptations was related to increases in independent board game play behaviors. No changes in peer-directed social communication were observed. Our study extends the research on board game play–focused interventions by demonstrating the effectiveness of the intervention package for young children with or at risk for disabilities and their typically developing peers.

Systematic Prompting of Peer-Related Social Behaviors in a Small Group Academic Instructional Context

2020 ◽  
pp. 019874292091164
Author(s):  
Marina S. Velez ◽  
Erin E. Barton ◽  
Paul J. Yoder ◽  
John C. Wright
Keyword(s):  
Small Group ◽  
Single Case ◽  
Functional Relation ◽  
Social Behaviors ◽  
Group Instruction ◽  
System Of Least Prompts ◽  
Case Research ◽  
Single Case Research ◽  
Multiple Probe ◽  
Target Children

We examined the effectiveness of systematic prompting of peer-related behaviors delivered during small group academic instructional sessions with three dyads of preschool-aged children with deficits in social competence. One child was randomly assigned as the target child in each dyad. A multiple-probe single-case research design was utilized to examine the functional relation between a system-of-least prompts procedure and the frequency of unprompted peer-related social behaviors emitted by target children during small group instructional sessions. The results support a functional relation between systematic prompting and peer-related behaviors, and all three target children increased their use of peer-related behaviors. Furthermore, we examined the effect of intervention on the untrained peer play partner (i.e., observational learning). Two of the three peers increased their use of peer-related social behaviors; however, results were variable and did not support a functional relation. Our study extends the research in this area by examining the effectiveness of small group instruction on potentially context dependent, complex social behaviors (e.g., sharing materials, complimenting a friend, offering to help).

Using Least-To-Most Prompting to Increase the Frequency and Diversity of Pretend Play in Children with Autism

2020 ◽  
pp. 027112142094285
Author(s):  
Dincer Saral ◽  
Burcu Ulke-Kurkcuoglu
Keyword(s):  
Single Case ◽  
Pretend Play ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Case Research ◽  
Children With Asd ◽  
Play Behaviors ◽  
Single Case Research ◽  
Target Skills ◽  
Multiple Probe

We examined the effects of the least-to-most prompting (LTM) procedure with contingent imitation (CI) on increasing the frequency and diversity of pretend play in children with autism spectrum disorder (ASD) using a multiple probe across toy sets single-case research design. Three children with ASD aged 5 to 6 years took part in the study. LTM was functionally related to increases in the frequency and diversity of children’s pretend play. Novel pretend play behaviors, sequences, and vocalizations also increased for all children. Importantly, all children maintained the target skills 1, 2, and 4 weeks after the intervention and generalized them across their homes, mothers, and different toys.

A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities

2021 ◽  
pp. 105381512199357
Author(s):  
Hsiu-Wen Yang ◽  
Hedda Meadan ◽  
Michaelene M. Ostrosky
Keyword(s):  
Motor Development ◽  
Children With Disabilities ◽  
Single Case ◽  
Single Case Design ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Young Children With Disabilities ◽  
Multiple Probe ◽  
Parent Implementation ◽  
Case Design

Children with disabilities often experience gross motor delays. Adults, including parents, can play a crucial role in supporting children’s motor development. However, a limited number of research studies have focused on building parents’ capacity to support their young children’s motor skill development. The purpose of this study was to examine the effects of a training and coaching program on parent implementation of prompting procedures and children’s gross motor skills. A multiple-probe single-case design across three parent–child dyads was used to evaluate the effectiveness of the intervention. The findings show that parents learned how to implement prompting procedures with high fidelity. In addition, the parents reported improvements in their children’s gross motor performance.

Teaching Object Play to Young Children With Disabilities: A Systematic Review of Methods and Rigor

2020 ◽  
Vol 125 (1) ◽  
pp. 14-36 ◽  
Author(s):  
Erin E. Barton ◽  
Rebecca Murray ◽  
Cecelia O'Flaherty ◽  
Erin M. Sweeney ◽  
Stephanie Gossett
Keyword(s):  
Systematic Review ◽  
Intervention Studies ◽  
Visual Analysis ◽  
Single Case ◽  
Play Intervention ◽  
Object Play ◽  
Case Research ◽  
Methodological Rigor ◽  
Young Children With Disabilities ◽  
Single Case Research

Abstract In this systematic review, we examined the rigor and outcomes across 27 object play intervention studies using single-case research methodology. We focused on studies including children age 5 years or younger and examined several descriptive characteristics including materials, instructional packages, and settings. We also analyzed the facilitation and measurement of generalized play and several methodological features including quality, rigor, and visual analysis procedures. Overall, the identified studies demonstrated positive outcomes, although quality and rigor limited interpretations of the outcomes. Previous reviews also have noted strong outcomes and weak to moderate quality for single-case studies. Our results should be interpreted with caution given previous reviews of play intervention studies identified strong outcomes and quality from group-design studies. Additional replications testing robust interventions using single-case research with strong methodological rigor are warranted.

Teacher-Facilitated Microcomputer Activities: Enhancing Social Play and Affect in Young Children with Disabilities

1996 ◽  
Vol 13 (1) ◽  
pp. 36-47 ◽  
Author(s):  
Judy Howard ◽  
Elysabethe Greyrose ◽  
Kit Kehr ◽  
Michael Espinosa ◽  
Leila Beckwith
Keyword(s):  
Young Children ◽  
Everyday Life ◽  
Children With Disabilities ◽  
Social Play ◽  
Academic Skills ◽  
Classroom Setting ◽  
The Social ◽  
Young Children With Disabilities ◽  
Play Behaviors ◽  
Computer Based

When young children with disabilities are unable to participate in learning experiences with their peers, they often lose critical opportunities to develop and practice many of the social and academic skills they will need in order to succeed in school and everyday life. This study evaluated the extent to which computer-based activities, facilitated by a teacher within a classroom setting, can enable young children with disabilities to share in these important experiences. Changes in the social play behaviors, social pretend behaviors, communication, and affect exhibited by young children with disabilities were examined in both computer and non-computer play activities. Results indicated that computer-based activities represented a context in which toddlers and preschool-aged children with disabilities exhibited more sophisticated levels of play behaviors and more positive, interactive social behaviors.

Increasing Play Complexity in a Young Child With Autism

2018 ◽  
Vol 34 (2) ◽  
pp. 81-90 ◽  
Author(s):  
Erin E. Barton ◽  
Stephanie Gossett ◽  
M. Caroline Waters ◽  
Rebecca Murray ◽  
Rachel Francis
Keyword(s):  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Probe Design ◽  
Contingent Reinforcement ◽  
Single Case Design ◽  
System Of Least Prompts ◽  
Play Behaviors ◽  
Multiple Probe ◽  
Case Design

Young children with autism spectrum disorder (ASD) demonstrate fewer and less varied play behaviors than children with typical development. This article describes two studies designed to increase two aspects of play complexity—diverse play actions and sequential play actions—in a child with ASD. In Study 1, we use a multitreatment single-case design to compare the use of the system of least prompts with contingent reinforcement for diverse play or all play. In Study 2, we used a multiple probe design to examine the relation between the system of least prompts with contingent reinforcement and the child’s use of play sequences. Across both studies, the complexity of play increased when specific aspects—diversity or sequences—were prompted and reinforced; however, the maintenance of effects were variable.

scholarly journals Systematic Review of Interventions Designed to Teach Imitation to Young Children With Disabilities

2021 ◽  
pp. 027112142110071
Author(s):  
Jennifer R. Ledford ◽  
Sienna A. Windsor
Keyword(s):  
Young Children ◽  
Children With Disabilities ◽  
Single Case ◽  
Case Analysis ◽  
Positive Outcomes ◽  
Functional Relations ◽  
Young Children With Disabilities ◽  
Dependent Variables ◽  
Different Types ◽  
Recommendations For Practice

This review was designed to characterize current intervention research for increasing imitation for young children with disabilities. We identified 34 unique sources including assessments of different types of massed trial and embedded trial interventions. Across intervention types, when evaluated via the Single Case Analysis and Review Framework (SCARF), positive outcomes were more likely to occur when dependent variables were primary (i.e., not secondary to another dependent variable) and context-bound (i.e., collected during intervention sessions). When only primary variables from high-quality studies were considered, embedded trials more often resulted in functional relations. Recommendations for practice include using cues, prompts, and rewards for imitation; teaching imitation to toddlers; attending to imitation function; and teaching imitation in varied contexts.

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