Prompting Strategies for Teaching Daily Living Skills to Adults with Intellectual Disability: A Systematic Comparison

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dc.contributor.advisor Virues-Ortega, J en
dc.contributor.author Walden, DF en
dc.date.accessioned 2017-08-16T00:48:26Z en
dc.date.issued 2017 en
dc.identifier.uri http://hdl.handle.net/2292/35124 en
dc.description Full text is available to authenticated members of The University of Auckland only. en
dc.description.abstract We compared the three most common prompting hierarchies to determine which was the most effective at teaching a variety of skills. The prompting hierarchies employed were least-to-most, most-to-least and most-to-least with a delay. The target population was adults with intellectual disability living in a residential facility. When a participant mastered a skill, it was put on hold and the same prompting hierarchy was employed to teach a skill that was being acquired slowly. Three residents participated in this study and were taught three skill each, using a different prompt hierarchy for each skill. The results were variable. One participant mastered two skills using two different prompt hierarchies. One participant showed acquisition though she did not independently complete any skill at the conclusion of the study. The third participant did not have much acquisition. The implications of all three participants’ results are discussed as well as future recommendations. en
dc.publisher ResearchSpace@Auckland en
dc.relation.ispartof Masters Thesis - University of Auckland en
dc.relation.isreferencedby UoA99264930409102091 en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights Restricted Item. Available to authenticated members of The University of Auckland. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.rights.uri http://creativecommons.org/licenses/by-nc-sa/3.0/nz/ en
dc.title Prompting Strategies for Teaching Daily Living Skills to Adults with Intellectual Disability: A Systematic Comparison en
dc.type Thesis en
thesis.degree.discipline Psychology en
thesis.degree.grantor The University of Auckland en
thesis.degree.level Masters en
dc.rights.holder Copyright: The author en
pubs.elements-id 649397 en
pubs.record-created-at-source-date 2017-08-16 en


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