Comparison of treatments to teach number matching skills to adults with moderate mental retardation.

The effectiveness of the Dial-A-Phone (D-A-P) instructional package plus a least intrusive prompt hierarchy was compared to a least intrusive prompt hierarchy alone for teaching adults with moderate developmental disabilities to match digits of personal phone numbers with digits on a rotary dial telephone. Instructional programs were administered in the context of an alternating treatments design. The dependent variable was the percentage of digits matched independently per session (21 digits per session). Results suggest that although a least intrusive prompt hierarchy alone produced findings similar to the D-A-P plus prompts procedure for one subject, the D-A-P plus prompts package was the most effective in helping both subjects to match digits independently. Strategies for individualizing the D-A-P program were discussed.