Using Natural Cues within Prompt Levels to Teach the Next Dollar Strategy to Students with Disabilities

Abstract

Natural cues were inserted with the prompt levels of a system of least prompts procedure to teach elementary students with mild to moderate intellectual disabilities to use the next dollar strategy in making purchases. The transfer of generalized responding from the classroom to the community setting was monitored throughout the project. In addition, dollar equivalencies were inserted in the consequent statements as nontargeted information. The results indicate that the procedure was effective for at least 3 out of 4 of the participants.