Using Shared Stories and Individual Response Modes to Promote Comprehension and Engagement in Literacy for Students with Multiple, Severe Disabilities
Browder, Diane M.; Lee, Angela; Mims, Pam (2011). Education and Training in Autism and Developmental Disabilities, v46 n3 p339-351. Retrieved from: https://eric.ed.gov/?id=EJ942502
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examining3Students
System of Least Prompts Intervention Report
Review Details
Reviewed: December 2017
- Single Case Design
- Meets WWC standards with reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for System of Least Prompts.
Findings
To view more detailed information about the study findings from this review, please see System of Least Prompts Intervention Report (236 KB)
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 67%
Male: 33% -
Urban
Study Details
Setting
The study took place in three self-contained classes for students with disabilities in a large urban school district in the United States.
Study sample
This study included three elementary school students (Donna, Denise, and Ralph) with severe intellectual disability and a physical or sensory impairment. Donna was an 8-year-old girl with severe intellectual disability and cerebral palsy. She communicated through eye gazes and used a wheelchair. Denise was a 9-year-old girl with severe intellectual disability and was legally blind. She communicated through vocalization and facial expressions and was able to move around but needed help finding different locations in the school. Ralph was a 6-year-old boy with severe intellectual disability and cerebral palsy. Ralph communicated through facial expressions and used a wheelchair.
Intervention
The interventionists were special education teachers who provided one-on-one instruction to study students while the other students in the classroom worked with paraprofessionals. The teachers read two picture story books to each student individually and used selected objects from the book to convey key ideas or storylines. During the intervention, teachers followed scripts that included a “least-to-most prompting system.” Specific scripts were designed for each task and student, as the students all used different forms of communication to respond, such as eye gazes or facial expressions. Each script covered what the teachers should say and do, the materials teachers would use (laminated copies of two story books with summaries, objects related to the stories, and voice output devices or an eye gaze board from the classroom), how students could respond, and the prompting procedures. For example, prompts included verbal cues (such as re-reading text and questions), modeling the correct answer, and physically guiding the student to the correct answer. The teachers gave the students 5 seconds to respond before introducing a prompt. They also praised any independent, correct answers.
Comparison
During the baseline phase, teachers used the same materials (laminated copies of two story books with summaries, objects related to the stories, and voice output devices or an eye gaze board from the classroom) and script, but did not prompt students or reinforce correct answers. The teachers read the book and asked the questions, but otherwise did not comment or respond. The teachers did randomly provide praise for good behavior (e.g., sitting) to keep the students participating in the assessment.
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A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
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non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).