My area of focus in education is on students with severe disabilities at any grade level. Teaching with the System of Least Prompts was chosen because the article discusses an evidence-based practice that could be implemented in the classroom and focuses on students with disabilities. Pardon the Interruption was also chosen because of the evidence-based practice discussed that focuses on communication skills and students with disabilities.
Ault and Griffen in Teaching with the System of Least Prompts, explain that students with severe disabilities are given prompts t perform a behavior and then the prompts are faded out until the student can perform that behavior independently. The purpose of the System of Least Prompts (SLP) is to move from less to more intrusive prompts. If a student does not understand the least intrusive prompt then a more intrusive prompt is used and so on, until the student completes the task at hand. For example, an educator needs her student, Jimmy, to sit in his seat. The prompt, “Sit in your seat, Jimmy,” is used first. If Jimmy does not respond then the educator points to the seat while saying “Sit in your seat, Jimmy.” If Jimmy still does not complete the task then the educator demonstrates the task while saying, “Sit in you seat, Jimmy.”
Ault and Griffen provide and easy method to collect data when using the System of Least Prompts. This method takes a little time but can provides teachers with a way to be reflective and critical about this evidence-based practice and determine if it needs to be adjusted to better meet the needs of the students. Ault and Griffen also state that, “The SLP procedure has a long history and a strong research base to teaching individuals with a variety of disabilities and of various ages (Doyle, Wolery, Ault, & Gast, 1998; Snell & Brown, 2011).”
Using Systems of Least Prompts in an elementary classroom is practical, as well as using the graphing method to record the results. Not many educators will take the time to do the recording of the data, however this would be a could practice because it could help when reflecting and determining what steps need to be adjusted and how. This evidence-based practice could be used with all students at any given time in the classroom. It could be used on a class wide level, to introduce a new classroom task or individually to help any student, disability or not, to complete certain tasks they may be struggling with. I would like to use this practice in my classroom while also implementing graphing the data to help in my reflective teaching cycle. The graphing process to record data and the implementing of Systems of Least Prompts could be easily learned to use successfully in my classroom.
Systems of Least Prompts could be embedded within tiers 1, 2, and 3 interventions of the response to intervention model. In tier 1, this evidence-based practice could be especially useful with kindergarten students and teaching new behavioral tasks. In tier 2,...