Scheduled for Special Populations Free Communications, Saturday, April 16, 2005, 10:15 AM - 11:30 AM, Convention Center: E271a


Effects of Least-to-Most Prompting on Teaching Prerequisite Skills of Tennis to Children With Autism in Small Group Instructional Arrangements

Ilker Yilmaz1, Bunyamin Birkan1 and Ferman Konukman2, (1)Anadolu University, Eskisehir, Turkey, (2)Abant Izzet Baysal University, Bolu, Turkey

Children with autism have poor motor skills compared to their non disabled peers (Winnick, 2000). In addition, they have severe communication, language, and social interaction problems in the society. Therefore, teaching games is an essential need and priority to develop vital social skills of children with autism (Leaf & McEaching, 1999). Least-to-most prompting procedure provides the least amount of cue at the beginning and than more cues provided within a certain time interval and order (Alberto & Trountman, 1995). In literature, it is stated that least-to-most prompting procedure was an effective way of teaching single and chain behaviors for special populations. (LeGrice & Blamped, 1997). Although there have been studies about the effects of least-to-most prompting procedure in the literature, there had been no research especially for the effects of this procedure on teaching tennis skills to children with autism. Therefore, the purpose of this study is to determine the effects of least-to-most prompting procedure on teaching tennis skills for children with autism. The experimental design of this study was a single subject multiple probe design with probe conditions across behaviors. Participants were four male children with autism, ages 9 years. Data were collected over the course of 6-weeks, five times a week, an hour per session. Tennis ball dribble, air dribble, and dribble the lines drills were taught to each subject. The generalization effects of least-to most prompting procedure were tested via generalization across settings with pretest-post test design. Generalization sessions were conducted immediately after the first and fourth full probe sessions. Maintenance sessions were conducted two months after the instruction terminated. The results of the study were analyzed via graphic illustrations. Results show that least-to-most prompting procedure was an effective instructional procedure during generalization across settings and maintenance on teaching tennis skills to children with autism. However, this study has limitations. Further studies should address the effects of least-to-most prompting procedure on different games, sports skills, gender, ages, and participants of children with autism.


Keyword(s): adapted physical activity

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