The Effects of Least-to-most Prompting Procedure in Teaching Basic Tennis Skills to Children With Autism
Year: 2011
Type: article
Abstract: In the present study, the effects of a least-to-most prompting procedure in teaching basic tennis skills (i.e.tennis ball dribble, air dribble and dribble the lines drills) to children with autism were investigated.A single-subject multiple-probe design with probe conditions across behaviors was used.Participants were four male children with autism, aged 7-9 years.Data were collected over the course of 6 weeks, five times a week, an hour per session.Inter-observer reliability data of the study was determined as 93% on probes and 100% on teaching sessions for participant one, 96% on probes and 100% on teaching sessions for participant two, 90% on probes and 100% on teaching sessions for participant three, and 93% on probes and 100% on teaching sessions for participant four.Procedural reliability showed that the trainer implemented the planned steps with 100% accuracy for all participants.Results revealed that least to most prompting was an effective instructional approach and all subjects increased their basic tennis skills considerably during intervention.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1526528088