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Dissertation/Thesis Abstract

An Evaluation of Flexible Prompt Fading and Least-To-Most Prompting when Teaching Sight Words
by Eddington, Kristel Dawn, M.S., California State University, Long Beach, 2020, 40; 27830166
Abstract (Summary)

Many prompting systems have been evaluated to effectively and efficiently teach individuals to read sight words. Comparative studies on prompting systems provide information about the strengths and weaknesses of different prompting systems. Results from these studies can be beneficial when selecting a prompting system that may work best for each learner. This study compared the relative effectiveness and efficiency of least-to-most prompting and flexible prompt fading to teach sight words for three children diagnosed with autism spectrum disorder. An adapted alternating treatment design was used to compare the two prompting systems. Practical implications and future research will be discussed.

Indexing (document details)
Advisor: Hansuvadha, Nat
Commitee: Leaf, Justin B., Leonard-Giesen, Susan
School: California State University, Long Beach
Department: Advanced Studies in Education and Counseling
School Location: United States -- California
Source: MAI 82/2(E), Masters Abstracts International
Subjects: Special education, Psychology, Educational psychology
Keywords: Clinical judgment, Flexible prompt fading, Least to most prompting
Publication Number: 27830166
ISBN: 9798664724332
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