Teaching Adolescents with Autism to Order in a Fast Food Restaurant Using Least to Most Prompting

This study examined the effects of using least to most prompting to teach individuals with autism spectrum disorder (ASD) and intellectual disability to order independently at a fast food restaurant. Four male students ages 11-17 were enrolled in this study. Each student has a dual diagnosis with a primary diagnosis of autism spectrum disorder (ASD) with a secondary diagnosis of intellectual disability. Baseline data were collected across three fast food restaurants, on steps completed independently of a task analysis. Following the baseline phase, training was conducted in all three restaurants until students reached mastery criterion. Probe data were collected on percent of steps of the task analysis between training at each restaurant. Following completion of the study, social validity data were taken. A multiple probe design across restaurants was used to analyze progress. Results indicate that community based instruction, using a least to most prompting hierarchy, was effective in teaching students with intellectual disability and autism to order food at a fast food restaurant.