The effectiveness of simultaneous prompting on teaching colours by saying to children with mild mental disabilities

This study was desingned to examine the effective of simultaneous prompting on teaching the colours by saying to children with mild mental reterdation. There were three child participated to study who ages between 5-7. The experimental design of the study multiple probe design with probe condition across three behaviour and replicated across students. In this study, generalization effects of simultaneous prompting procedure were tested generalization across materials and skill of the definition of the colours? name was written was presented for instructive feedback. Also maintenance session were conducted 5, 10 and 15 days after the instruction had stopped. The findings of this study, showed that simultaneous prompting was effective instuctional procedure on teaching colours by saying to two child with mild mental disabilities. These two child generalizationed the skill to different materials. It also was evident that simultaneous prompting was effective on maintenance only one of the subjects. No subject was learned the Inctructive feedback stimuli.