Title page for ETD etd-11152007-221205

Type of Document Master's Thesis
Author Ourso, Jamie Lynn
URN etd-11152007-221205
Title Using Least-to-Most Assistive Prompt Hierarchy To Increase Child Compliance With Directives in an Inclusive Preschool Classroom
Degree Master of Science (M.S.)
Department Human Ecology
Advisory Committee
Advisor Name Title
Cynthia DiCarlo Committee Chair
Joan Benedict Committee Member
Sarah Pierce Committee Member
  • early childhood education
  • teacher interventions
  • social interactions
Date of Defense 2007-11-05
Availability unrestricted
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.
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