State Deafblind Technical Assistance Project Staffs’ Reported Use and Perceived Skill of Implementing the System of Least Prompts with Students Who Are Deafblind
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Abstract
This study evaluated state deafblind project technical assistance providers (TA) reported use of systematic instruction, specifically the system of least prompts (SLP), and examined perceptions of implementation and accuracy of description of components. In a census, 151 TA providers were asked to report instructional methods used. A majority of respondents reported using systematic response prompting historically. Fewer than half reported providing TA with the goal of increasing others’ use; of this group, 78.9% rated themselves as confident that they could coach others in use of the SLP. Only one respondent accurately answered all questions about components of the SLP. TA providers reported emphasizing modifications and adaptations to the environment based on child characteristics. Instructional methods reportedly employed highlighted child-guided methods. Overall, responses suggested systematic instruction is not commonly or accurately used. We discuss implications of limited use for children with deafblindness, make suggestions to increase use, and suggest future research.
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