Year of Publication

2015

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Lee Ann Jung

Abstract

There is much research conducted on training teachers to use the evidence-based teaching strategies known as system of least prompts. However, there is little research conducted on using a modified system of least prompt. This study examined the fidelity of implementation by two early childhood teachers using a modified system of least prompts with preschool aged children. A multiple-probe design across participants was used to determine the effect of fidelity of implementation of a modified system of least prompts strategy on the level of on-task student engagement. The results showed that early childhood teachers could implement the modified teaching strategy with fidelity while also increasing the level of on-task engagement.

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