Simultaneous Prompting: A Review of the Literature
Document Type
Article
Publication Date
6-1-2004
Department
Educational Studies and Research
Abstract
Published literature pertaining to the simultaneous prompting teaching procedure is reviewed. Purposes of this review are to (a) present an initial analysis of effectiveness of this emerging response prompting procedure, (b) discuss work that has been conducted to date, and (c) provide directions for future research. Data from all published investigations (18 articles) in which effectiveness of this procedure was reported are included in this review. Demographic, procedural, and outcome variables are summarized and examined. Simultaneous prompting was reported to be an effective teaching procedure in each investigation. Individuals with and without disabilities have been taught discrete and chained tasks with the procedure. Participants in investigations have included preschool, elementary, middle school, and high school students, as well as adults. High rates of procedural and dependent variable reliability data were reported across investigations. Additionally, positive measures of maintenance and generalization were reported in most investigations.
Publication Title
Education and Training in Developmental Disabilities
Volume
39
Issue
2
First Page
153
Last Page
168
Recommended Citation
Morse, T. E.,
Schuster, J. W.
(2004). Simultaneous Prompting: A Review of the Literature. Education and Training in Developmental Disabilities, 39(2), 153-168.
Available at: https://aquila.usm.edu/fac_pubs/3107