Effectiveness of simultaneous prompting within embedded instruction on teaching community sight words to children with developmental disabilities

This study examined the effectiveness of simultaneous prompting within embedded instruction on teaching community sight words to children with developmental disabilities. Social validity of this study was investigated by interviewing preschool teachers who were working in inclusive classrooms and special education teachers. For this purpose, teachers? opinions were investigated about applicability of simultaneous prompting within embedded instruction. Three male students with developmental disabilities participated in the study. All of them were six years old. Independent variable is simultaneous prompting within embedded instruction on teaching community sight words to children with developmental disabilities. Dependent variable is a discrete skill of expressively identifying community signs. A single-subject design - multiple probe model across behaviors - was used as the experimental design of the study. Results showed that simultaneous prompting within embedded instruction on teaching community sight words to children with developmental disabilities were effective on the acquisition. Results showed that discrete skill of expressively identifying community signs were generalized by subjects in pre-test?post-test which was performing in natural environment. The opinions of the preschool teachers who were working in inclusive classrooms and special education teachers were positive about applicability of embedded instruction. Key words: Developmental disability with children, community signs, embedded instruction, simultaneous prompting.