In the present study, the effects of a least-to-most prompting procedure in teaching basic tennis skills (i.e. tennis ball dribble, air dribble and dribble the lines drills) to children with autism were investigated. A single-subject multiple-probe design with probe conditions across behaviors was used. Participants were four male children with autism, aged 7-9 years. Data were collected over the course of 6 weeks, five times a week, an hour per session. Inter-observer reliability data of the study was determined as 93% on probes and 100% on teaching sessions for participant one, 96% on probes and 100% on teaching sessions for participant two, 90% on probes and 100% on teaching sessions for participant three, and 93% on probes and 100% on teaching sessions for participant four. Procedural reliability showed that the trainer implemented the planned steps with 100% accuracy for all participants. Results revealed that least to most prompting was an effective instructional approach and all subjects increased their basic tennis skills considerably during intervention.
Yanardağ, Mehmet; Birkan, Bunyamin; Yılmaz, İlker; Konukman, Ferman; Ağbuğa, Bülent; and Lieberman, Lauren J., "The Effects of Least to Most Prompting Procedure on Teaching Basic Tennis Skills for Children with Autism" (2011). Kinesiology, Sport Studies and Physical Education Faculty Publications. 70.
Yanardag, M,. Birkan, B., Yilmaz, I., Konukman, F., Agbuga, B., & Lieberman, L. (2011). The Effects of Least to Most Prompting Procedure on Teaching Basic Tennis Skills for Children with Autism. Kinesiology, 43(1), 44- 55.
c. Kinesiology: International Journal of Fundamental and Applied Kinesiology
Original scientific paper UDC 796.342:616.895-053.2