The effects of simultaneous prompting on teaching receptively identifying occupations from picture cards

Abstract

A multiple probe across subjects design was used to examine whether or not the use of simultaneous prompting procedure would result in an increase on the percentage of correct responding of receptively identifying occupations from picture cards. Maintenance and generalization effects of simultaneous prompting were also investigated. Five occupations were taught to each subject. Black and white picture cards were used to explain occupations during full and daily probe, instructional and maintenance probe sessions. Colored picture cards were used during generalization sessions and generalization probe was assessed before and after instruction. Maintenance sessions were conducted 1, 2, and 4 weeks after the instruction. Maintenance and generalization probe sessions were conducted just like full probe sessions. Fifteen trials were used during full and maintenance probe sessions and 10 trials during daily probe, instructional, and generalization probe sessions. Correct responses resulted in reinforcement in all sessions whereas incorrect responses resulted with error correction during instructional sessions and ignorance during daily, full, maintenance, and generalization probe sessions. Simultaneous prompting was effective for teaching receptively identifying occupations form picture cards. Maintenance and generalization effects of simultaneous prompting were also positive. Future research is needed to extend the current literature about simultaneous prompting