Effects of Teaching Simultaneous Prompting through Visual Supports to Parents of Children with Developmental Disabilities

Abstract

The present study was designed to examine the effectiveness of visual supports on teaching simultaneous prompting procedure to mothers to provide home-based instruction to their children with developmental disabilities. Three preschool-aged children with moderate developmental disabilities and their mothers were the participants. A multiple probe design across behaviors was used and was replicated across participants in order to examine the effectiveness of visual support on teaching simultaneous prompting procedure to the mothers for them to provide home-based instruction to their children with developmental disabilities. Results of the study revealed that mothers learned to use simultaneous prompting for teaching chained skills to their children. Children acquired skills which were taught by their mothers at home and maintained their target skills two weeks after the training was completed. Also, both target groups could generalize their acquired skills.