Date Available
7-15-2015
Year of Publication
2015
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Early Childhood, Special Education, and Rehabilitation Counseling
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.
Recommended Citation
Beitel, Caitlin E., "Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children" (2015). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 14.
https://uknowledge.uky.edu/edsrc_etds/14
