Identifier
etd-11152007-221205
Degree
Master of Science (MS)
Department
Human Ecology
Document Type
Thesis
Abstract
Prompt strategies have been used in the literature to increase the compliance of preschool-aged children to teacher directives (Wilder & Atwell, 2006; Wolery & Gast, 1984). The purpose of this study was to train teachers to use guidance/prompt strategies to increase child compliance with teacher directives related to play and social skills. This study builds on the current literature base by using prompting, specifically the least-to-most assistive prompt hierarchy (LtM) (first described by Horner & Keilitz, 1975), with the additional requirement of teacher-child proximity and teacher-child eye level prior to beginning the prompt sequence. These two additional requirements are consistent with recommended practice in early childhood education (Bredekamp & Copple, 1997). The participants consisted of 3 preschool teachers in an inclusive early childhood classroom. Teacher prompts and children’s completion of teacher directives were measured during free choice center time. Results were consistent with previous research (Wilder & Atwell, 2006; Wolery & Gast, 1984) in that compliance to teacher directives increased in preschool children with the implementation of the least-to-most assistive prompt hierarchy.
Date
2007
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Recommended Citation
Ourso, Jamie Lynn, "Using least-to-most assistive prompt hierarchy to increase chilld compliance with directives in an inclusive preschool classroom" (2007). LSU Master's Theses. 443.
https://repository.lsu.edu/gradschool_theses/443
Committee Chair
Cynthia DiCarlo
DOI
10.31390/gradschool_theses.443