This session will describe a single case research study, a multiple probe baseline design across symbols and replicated across participants. A system of least prompts was used to teach use of tangible symbols for requesting to children who are deafblind with multiple disabilities. Results demonstrated that children with no prior conventional communication skills increased symbol use. Study procedures and social validity data will be presented.

Learning objectives:
Participants will be able to:

1. Explain the application of the system of least prompts to teach new skills to children who are deafblind.
2. Describe the contribution of the findings of the current study to the body of evidence supporting the use of the system of least prompts to provide instruction to children with multiple disabilities including deafblindness.
3. Increase their understanding of the role of experimental intervention research in informing selection of effective and efficient instructional strategies for children with multiple disabilities including deafblindness.

This session was presented by Chevonne Sutter, Ph.D., BCBA-D and MaryAnn Demchak, Ph.D., BCBA-D on August 31, 2020.

Captions and transcripts are under production and will soon be available.