Loading...
TEACHING ADOLESCENTS WITH AUTISM TO ORDER IN A FAST FOOD RESTAURANT USING LEAST TO MOST PROMPTING
Zeigler, Dianne
Zeigler, Dianne
Citations
Altmetric:
Genre
Thesis/Dissertation
Date
2016
Advisor
Committee member
Group
Department
Special Education
Permanent link to this record
Collections
Files
Research Projects
Organizational Units
Journal Issue
DOI
http://dx.doi.org/10.34944/dspace/3895
Abstract
This study examined the effects of using least to most prompting to teach individuals with autism spectrum disorder (ASD) and intellectual disability to order independently at a fast food restaurant. Baseline data were collected across three fast food restaurants, on steps completed independently of a task analysis. Following the baseline phase, training was conducted in all three restaurants until students reached mastery criterion. Probe data were collected on percent of steps of the task analysis between training at each restaurant.
Description
Citation
Citation to related work
Has part
ADA compliance
For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu