Given the frequency with which the "system of least prompts" is used, it is important to identify procedures to enhance the effectiveness and efficiency of the system. This study compared effects of a traditional least to most procedure (TLM) and a revised least to most procedure (RLM) on skill acquisition in individuals with moderate and severe disabilities. One prompt sequence (TLM) contained verbal prompts paired across the hierarchy and another sequence was devoid of verbal prompts (RLM). Four students were instructed with each prompt sequence within a parallel treatments design. Results indicated that, although both prompt sequences were effective, efficiency data (time and effort to transfer stimulus control) favored the RLM procedure. (Contains 2 tables and 4 figures.)