The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach the academic literacy standard of comparing characters in text for elementary students with moderate and severe intellectual disability. A multiple probe across participants design was used to evaluate the results. The results indicated the system of least prompts and graphic organizer intervention was effective in teaching the skill to one student. The intervention, with modifications, was effective for two additional students. All participants maintained and generalized the skill. Directions for future research and practical implications are discussed.

中文翻译：

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教导中度和重度智力障碍的学生比较改编文本中的字符

这项研究的目的是评估最小提示程序系统的效果，并使用图形组织器来教授针对中度和重度智力残疾的小学生比较文字字符的学术素养标准。跨参与者设计的多次探查用于评估结果。结果表明，最少提示和图形组织者干预的系统可以有效地向一名学生传授技能。经过修改的干预对另外两名学生有效。所有参与者都维护并推广了该技能。讨论了未来研究的方向和实际意义。