Teaching pointing to numerals to individuals with autism using simultaneous prompting

Abstract

The purpose of this study was to examine effectiveness of simultaneous prompting in teaching pointing to numerals to individuals with autism. Three individuals with autism were taught pointing to numerals, which were orally named by the teacher using simultaneous prompting. A multiple probe design was used across three behaviors and replicated across three subjects. Results revealed that simultaneous prompting was effective in teaching pointing to numerals, which were named by the teacher. Subjects managed to learn the numerals and generalize this skill to 'pointing to the numerals on a calendar page'.