Ault and Griffen in Teaching with the System of Least Prompts, explain that students with severe disabilities are given prompts t perform a behavior and then the prompts are faded out until the student can perform that behavior independently. The purpose of the System of Least Prompts (SLP) is to move from less to more intrusive prompts. If a student does not understand the least intrusive prompt then a more intrusive prompt is used and so on, until the student completes the task at hand. For example, an educator needs her student, Jimmy, to sit in his seat. The prompt, “Sit in your seat, Jimmy,” is used first. If Jimmy does not respond then the educator points to the seat while saying “Sit in your seat, Jimmy.” If Jimmy still does not complete the task then the educator demonstrates the task while saying, “Sit in you seat, Jimmy.”
Ault and Griffen provide and easy method to collect data when using the System of Least Prompts. This method takes a little time but can provides teachers with a way to be reflective and critical about this evidence-based practice and determine if it needs to be adjusted to better meet the needs of the students. Ault and Griffen also state that, “The SLP procedure has a long history and a strong research base to teaching individuals with a variety of disabilities...
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...better communication skills and help provide motivation to complete tasks.
Reviewing these two articles has provided me with the knowledge of how to implement evidence-based practices and how one can be used and followed by another to reinforce a learned behavior for students. I also learned how evidence-based practices could be effective in each tier of the response to intervention model. I will be able to take this information and do further research to successfully implement these two evidence-based practices in my classroom to provide my students with high quality instruction that encourage communication.
Ault, M., & Griffen, A. (2013). Teaching With the System of Least Prompts. Teaching Exceptional Children,45(3), 46-53.
Bayes, D., Heath, A., Williams, C., & Ganz, J. (2013). Pardon the Interruption. Teaching Exceptional Children, 45(3), 64-70.
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