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Teaching Young Children with Special Needs and Their Peers to Play Board Games: Effects of a Least to Most Prompting Procedure to Increase Independent Performance

Behavior Analysis in Practice volume 7, pages 21–30 (2014)Cite this article

Abstract

We investigated the effects of a least to most prompting procedure on the performance of board game steps and game-related on-task behavior of young children with special needs and their typically developing peers. This study was conducted employing a concurrent multiple baseline design across participants. After teaching the board game steps using a systematic prompting strategy, the participants demonstrated increases in the performance of board game steps and game-related on-task behavior. In addition, the participants maintained high levels of performance and game-related on-task behavior during post-game training. The effects of teaching board games using prompting strategies, implications for practice, and areas for future study are presented.

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Authors and Affiliations

  1. Columbus City Schools, Columbus, OH, USA

    Janet Davis-Temple

  2. Otterbein University, Westerville, OH, 43081, USA

    Sunhwa Jung

  3. The Ohio State University, Columbus, OH, USA

    Diane M. Sainato

Authors
  1. Janet Davis-Temple
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  2. Sunhwa Jung
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  3. Diane M. Sainato
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Correspondence to Sunhwa Jung.

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Davis-Temple, J., Jung, S. & Sainato, D.M. Teaching Young Children with Special Needs and Their Peers to Play Board Games: Effects of a Least to Most Prompting Procedure to Increase Independent Performance. Behav Analysis Practice 7, 21–30 (2014). https://doi.org/10.1007/s40617-014-0001-8

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  • DOI: https://doi.org/10.1007/s40617-014-0001-8

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