My educational focus is on severely disabled students at all levels. Teaching with the least prompt system was chosen because the article discusses an evidence-based practice that could be implemented in the classroom and focuses on students with disabilities. Pardon the Interruption was also chosen because of the evidence-based practice discussed and focused on communication skills and students with disabilities. Ault and Griffen in Teaching with the System of Least Prompts explain that students with severe disabilities are given prompts to perform a behavior and then the prompts disappear until the student can perform that behavior independently. The goal of the Least Prompt System (LPS) is to move from less intrusive prompts to more intrusive prompts. If a student does not understand the less intrusive prompt, a more intrusive prompt is used and so on, until the student completes the task at hand. For example, an educator needs her student, Jimmy, to sit in her seat. The prompt “Sit in your seat, Jimmy” is used first. If Jimmy does not respond, the educator points to the seat and says, “Sit in your seat, Jimmy.” If Jimmy still does not complete the task, the educator demonstrates the task by saying, “Sit in your seat, Jimmy. » Ault and Griffen provide a simple method for collecting data when using the Least Prompt system. This method takes a little time, but can provide teachers with a way to reflect and critique this evidence-based practice and determine if it needs to be adjusted to better meet student needs. Ault and Griffen also state that "the speech therapy procedure has a long history and strong research base for teaching people with various disabilities... middle of article... better communication skills and assistance to motivation. to accomplish tasks. Reviewing these two articles allowed me to understand how to implement evidence-based practices and how one can be used and followed by another to reinforce learned behavior in students. I also learned how evidence-based practices could be effective at each level of the intervention response model. I will be able to use this information and conduct further research to successfully implement these two evidence-based practices in my classroom to provide my students with high-quality instruction that encourages communication. Works Cited Ault, M. and Griffen, A. (2013). Teaching with the system of least prompts. Teaching Exceptional Children,45(3), 46-53.Bayes, D., Heath, A., Williams, C., & Ganz, J. (2013). Pardon the interruption. Teaching exceptional children, 45(3), 64-70.