Hall, L. J., McClannahan, L. E. & Kranz P. J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedule and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 208-217.
Three aide-child pairs in integrated classrooms in an elementary school in a middle-class suburb of Melbourne, Australia
Intervention: Nonconcurrent multiple baseline study to evaluate effectiveness of prompt reduction training for aides and the use of photo activity schedules on prompting and on the independent engagement of children with disabilities
Findings: Increase in independent engagement found for all children in the study, reduction to low levels of prompts by all of the aides, and satisfaction with program on the part of aides in the study.
Limitations noted by authors: None reported
Summarized by: Susan Edelman - May 1999