In the context of this systematic review, if the use of the prompts was described (in the respective study) as not having had improved participants’ target skills, the objectives were not reached, or if a functional relationship between baseline and intervention was not met.
Published in Chapter:
A Systematic Review of the Use of Prompting for Preschoolers With Developmental Delay
Soonhwa Seok (Above and Beyond Therapy, USA) and
Boaventura DaCosta (Solers Research Group, USA)
Copyright: © 2021
|Pages: 19
DOI: 10.4018/978-1-7998-7630-4.ch003
Abstract
Preschool offers numerous opportunities for teaching cognitive, social, emotional, and language skills. This is particularly important for children with developmental delay (DD), who often struggle with cognitive, physical, communication, social/emotional, and adaptive development. Prompting using verbal, gestural, and physical guidance has been widely used to teach new behaviors or skills. Given the importance of early childhood education, this systematic review examined the effect of prompting in the acquisition of new skills for preschoolers with DD. Fourteen studies using single-subject research design across nine journals served as the basis of this review. Participants' demographics, experimental design, target skills, types of prompting, independent and dependent variables, degree to which the prompting was effective, pairing, and number of prompts used in an intervention were extracted from each study and analyzed. The findings revealed the importance of prompting, and its various forms, for children with DD to support their strengths and enhance targeted skills as needed.