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, TRDizin)

• Publication Type: Article / Review
• Volume: 22 Issue: 4
• Publication Date: 2021
• Doi Number: 10.21565/ozelegitimdergisi.697976
• Journal Name: ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION
• Journal Indexes: Emerging Sources Citation Index (ESCI), EBSCO Education Source, TR DİZİN (ULAKBİM)
• Page Numbers: pp.969-998
• Keywords: Autism, social interaction, communication, errorless teaching, system of least prompts, PRETEND PLAY, DEVELOPMENTAL-DISABILITIES, YOUNG-CHILDREN, INTERVENTION, STUDENTS, MODERATE, INSTRUCTION, INITIATIONS, EXCHANGE, INDEPENDENCE
• Open Archive Collection: AVESIS Open Access Collection
• Hacettepe University Affiliated: Yes

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.