This study was designed to use a task analysis and a least-to-most prompting hierarchy to teach students with cognitive disabilities pizza box assembly skills. The purpose of this study was to determine whether a least-to-most prompting hierarchy was effective in teaching students with cognitive disabilities to increase the number of task-analyzed steps independently completed in folding a pizza box. An additional and related purpose of this study was also to determine whether a least-to-most prompting hierarchy was effective in improving these students' productivity in decreasing the level of prompting required these students to complete task-analyzed steps of a pizza box assembly task. Task analysis of the pizza box assembly task was implemented throughout the entirety of the study. The intervention (i.e. least-to-most prompting hierarchy) was expected to increase the number of task-analyzed steps each subject was able to complete independently while decreasing the level of prompting required for each subject to complete the task-analyzed pizza box assembly task. The experimental design used in this study was a multiple-baseline design across subjects to analyze the effectiveness of the implementation of a least-to-most prompting hierarchy. Results of this study indicated that the use of a task analysis and a least-to-most prompting hierarchy is effective in teaching individuals with cognitive disabilities pizza box assembly skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]