title: Teaching Young Children with Special Needs and Their Peers to Play Board Games: Effects of a Least to Most Prompting Procedure to Increase Independent Performance.
abstract: We investigated the effects of a least to most prompting procedure on the performance of board game steps and game-related on-task behavior of young children with special needs and their typically developing peers. This study was conducted employing a concurrent multiple baseline design across participants. After teaching the board game steps using a systematic prompting strategy, the participants demonstrated increases in the performance of board game steps and game-related on-task behavior. In addition, the participants maintained high levels of performance and game-related on-task behavior during post-game training. The effects of teaching board games using prompting strategies, implications for practice, and areas for future study are presented.
authors.affiliation: Columbus City Schools, Columbus, OH USA.
authors.forename: Janet
authors.initials: J
authors.lastname: Davis-Temple
authors.affiliation: Otterbein University, Westerville, OH 43081 USA.
authors.forename: Sunhwa
authors.initials: S
authors.lastname: Jung
authors.affiliation: The Ohio State University, Columbus, OH USA.
authors.forename: Diane M
authors.initials: DM
authors.lastname: Sainato
keywords: Board games; Prompting strategies; Young children with special needs