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.
CITATION STYLE
Gil, V., Bennett, K. D., & Barbetta, P. M. (2019). Teaching Young Adults with Intellectual Disability Grocery Shopping Skills in a Community Setting Using Least-to-Most Prompting. Behavior Analysis in Practice, 12(3), 649–653. https://doi.org/10.1007/s40617-019-00340-x
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