Teaching Young Adults with Intellectual Disability Grocery Shopping Skills in a Community Setting Using Least-to-Most Prompting
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.
KeywordsLeast-to-most prompting Moderate intellectual disability Young adults Grocery list iPad
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.
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 was obtained from all individual participants included in the study.
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