Least-to-Most Prompting in Teaching Social Interaction and Communication Skills to Individuals with Autism Spectrum Disorder: A Systematic Review


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Ulke-Kurkcuoglu B., SARAL D.

ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, vol.22, no.4, pp.969-998, 2021 (ESCI) identifier identifier

Abstract

Introduction: The purpose of this review was to examine the demographic, methodological and outcome measures of the studies using least-to-most prompting (LTM) to teach social interaction and communication skills to the individuals with ASD.