The effectiviness of simultaneous prompting on teaching naming kitchen tools to students with developmental disabilities: A multiple exemplar approach instruction

The purpose of this study was to determine the effectiveness of simultaneous prompting on teaching discrete behaviors and the effects of multiple examplar approach on generilazating the accured skills and the acquisiton of instructive feedback.The subjects of the study included preschool age children with developmental disabilities. A multiple probe design accross behaviors was used and replicated accross subjects. In the study, screening, probe, training, maintance and generilazation sessions were conducted. Both interrater reliability and procedural reliability were collected in the study. Graphical analysis was used to determine the effectiveness of simultaneous prompting and the effectiveness of multiple examplar approach was evaluated by using percentage calculation.Results showed that simultaneous prompting was effective on acquisition and maintance of discrete behaviors. And multiple examplar approach was effective on generilazation of acquired skills to two examples of the target behaviors. Also participants were able to gain instructive feedback stimuli to some extend.