There is much research conducted on training teachers to use the evidence-based teaching strategies known as system of least prompts. However, there is little research conducted on using a modified system of least prompt. This study examined the fidelity of implementation by two early childhood teachers using a modified system of least prompts with preschool aged children. A multiple-probe design across participants was used to determine the effect of fidelity of implementation of a modified system of least prompts strategy on the level of on-task student engagement. The results showed that early childhood teachers could implement the modified teaching strategy with fidelity while also increasing the level of on-task engagement.
| Identifer | oai:union.ndltd.org:uky.edu/oai:uknowledge.uky.edu:edsrc_etds-1013 |
| Date | 01 January 2015 |
| Creators | Beitel, Caitlin E. |
| Publisher | UKnowledge |
| Source Sets | University of Kentucky |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling |
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