Teaching naming relatives to individuals with autism using simultaneous prompting

Abstract

This study examined the effectiveness of simultaneous prompting in teaching naming relatives to individuals with autism. Two 5.5 year old male participants who were diagnosed with autism were taught eight different relative names using simultaneous prompting. Maintenance and generalization data across materials, settings, and trainers were collected. Results revealed that simultaneous prompting was an effective way of teaching relative names to children with autism, and also that participants maintained and generalized the skills taught after training sessions were completed.