Teaching Number Identification to Students with Severe Disabilities Using Response Cards
Skibo, Holly; Mims, Pamela; Spooner, Fred (2011). Education and Training in Autism and Developmental Disabilities, v46 n1 p124-133. Retrieved from: https://eric.ed.gov/?id=EJ915099
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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% -
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South
Study Details
Setting
The study took place in two classrooms for students with severe disabilities in an urban public school in the southeastern United States. Allison and Vicki were in one classroom together, and Josh was in another classroom.
Study sample
This study included three students (Allison, Josh, and Vicki) with severe disabilities. Allison was a 10-year-old girl with severe intellectual disability and an IQ of less than 20. Josh was a 7-year-old boy described as having “multiple disabilities” and an IQ of 44. Vicki was an 8-year-old girl described as having “multiple disabilities” and an IQ of less than 20.
Intervention
The interventionists in the study included two classroom teachers. Within each classroom, the teacher asked students in a small group to identify numbers between one and five. The target student (within the group) was given 5 seconds to make an attempt to answer the question by raising the correct card with the number the teacher requested. When a student answered the question correctly, the teacher would praise the student. Each session consisted of 15 trials offering numerals 1–5 three times each to the targeted student. In the intervention sessions, the teacher used SLP, which was called “the least to most prompting system” by study authors, to help the students when they did not provide a correct independent response. If the student started to lift an incorrect response card, the teacher would block the student’s response and redirect the student to the correct answer. If the student offered no response within 5 seconds, the teacher would move to a verbal prompt of “find the number that matches mine” and again wait another 5 seconds. If there was still no answer, the teacher would ask the question again, point to the correct answer, and wait 5 seconds for the student to respond. If there was still no correct answer, the teacher would point again to the correct number, tell the student that the number matched the teacher’s number, and provide a descriptive response about the correct answer, such as “My card has two balloons, one, two, and this card that you have has the number two, so this is the correct answer.” The intervention condition included 22, 11, and 10 sessions for Allison, Josh, and Vicki, respectively. The intervention continued until the students provided 11 out of 15 correct responses for four consecutive sessions.
Comparison
During baseline sessions, the teacher asked students in a small group to identify numbers between one and five. The target student was given 5 seconds to answer the question by raising the correct card without any assistance. Praise was offered after 5 seconds for any effort made. Baseline sessions continued for all students until the first student in the experiment had stable data for three consecutive sessions.
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For more, please see the WWC Glossary entry for improvement index.
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