Using simultaneous prompting to teach a chained vocational task to young adults with severe intellectual disabilities

Kathleen S. Fetko, John W. Schuster, Debra A. Harley, Belva C. Collins

Research output: Contribution to journalArticlepeer-review

36 Scopus citations

Abstract

We assessed the effectiveness of simultaneous prompting, an instructional procedure which involves presenting the task direction and immediately providing the controlling prompt, when teaching 4 young adults with severe intellectual disabilities to open a locker secured with a keyed lock. Daily probe sessions assessed the acquisition of the target behavior. A multiple probe design across subjects evaluated the effectiveness of the simultaneous prompting procedure. Results indicated the effectiveness of the procedure in teaching the targeted behavior. In addition, the behavior generalized to other materials and over time.

Original languageEnglish
Pages (from-to)318-329
Number of pages12
JournalEducation and Training in Mental Retardation and Developmental Disabilities
Volume34
Issue number3
StatePublished - Sep 1999

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Biochemistry

Fingerprint

Dive into the research topics of 'Using simultaneous prompting to teach a chained vocational task to young adults with severe intellectual disabilities'. Together they form a unique fingerprint.

Cite this