This study investigates the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with an autism spectrum disorder.
At first, The researchers taught the participants how to identify story element definitions using a constant time delay. After the identification, the participants listened to age-appropriate narrative texts with a problem-solution structure, completed an electronic story map, and orally answered questions related to the story elements. If they appeared unable to complete the chart or answer questions, a system of least prompts was used that redirected the students to use provided supports and provided rereads of portions of the text. The researchers used Multiple probes across participant designs to examine the effects of the intervention.
The study concluded that the intervention was effective for teaching story element definitions, labeling the story element map on an iPad, and comprehension of story element questions. The limitations of the study, as well as implications for future research and practice, are discussed.
Reference: https://journals.sagepub.com/doi/full/10.1177/1088357615611387#
