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Teaching Young Adults with Intellectual Disability Grocery Shopping Skills in a Community Setting Using Least-to-Most Prompting

  • Vanessa Gil
  • Kyle D. BennettEmail author
  • Patricia M. Barbetta
Brief Practice

Abstract

Using a multiple probe design, we examined the effects of least-to-most prompting to teach young adults with intellectual disability (ID) to locate and select items using a grocery list presented on an iPad. Sessions were conducted entirely in a community grocery store. The results indicated that participants learned to use an initial grocery list, with one participant demonstrating the ability to use a re-sequenced grocery list and a list with novel items. These results are discussed along with implications for practice.

Keywords

Least-to-most prompting Moderate intellectual disability Young adults Grocery list iPad 

Notes

Acknowledgements

The authors thank Mashal Salman Aljehany for assisting with data collection. This study is based on the doctoral dissertation of Vanessa Gil.

Compliance with Ethical Standards

Conflicts of Interests

The authors declare that they have no conflicts of interests.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Association for Behavior Analysis International 2019

Authors and Affiliations

  • Vanessa Gil
    • 1
  • Kyle D. Bennett
    • 1
    Email author
  • Patricia M. Barbetta
    • 1
  1. 1.Department of Teaching and LearningFlorida International UniversityMiamiUSA

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