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


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 (Peer-Reviewed Journal) identifier

  • 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, 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

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.