etadd_46(4) - Division on Autism and Developmental Disabilities

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delay is inserted between the presentation of the discriminative stimulus and the controlling prompt (Cooper, Heron, & Heward, 2007). In contrast, CTD consists of only two prompting conditions, a zero-second delay condition and a three- or five-second delay condition. During the zero-second delay condition, the stimulus and controlling prompt are delivered concurrently. During the threeor five-second delay condition the stimulus is presented with the specified delay inserted prior to the delivery of the controlling prompt to allow for independent responding. Acquisition during both PTD and CTD is measured by correct responses during the delayed trials in which the student responds to the stimulus prior to the presentation of the controlling prompt. Purpose The purpose of this paper is to review the research literature on simultaneous prompting, a fifth prompting strategy that results in near errorless learning. This review includes skills and individuals taught using simultaneous prompting and strengths and weaknesses of simultaneous prompting as identified in the literature. Simultaneous Prompting Simultaneous prompting is a response prompting strategy that results in near errorless learning. During this procedure the instructional cue and controlling prompt are presented concurrently or simultaneously with probes conducted prior to the instructional session to measure skill acquisition (Gibson & Schuster, 1992; Schuster, Griffen, & Wolery, 1992). Simultaneous prompting consists of three components (a) baseline or full probe sessions, (b) assessment or daily probe sessions, and (c) instructional sessions. During baseline/full probe sessions, data are collected on the students’ identification or completion of all stimuli within the program. Baseline/full probe sessions are presented prior to the beginning of instruction and typically following mastery of a set of stimuli prior to presentation of the next set of stimuli. Full probe sessions may serve as baseline conditions as well as maintenance conditions. As- sessment/daily probe sessions which measure acquisition of the stimuli targeted for instruction, are presented prior to each instructional session. Assessment/daily probe sessions provide for independent responding opportunities for the students. Instructional sessions are conducted following assessment/daily probe sessions each day. During instructional sessions the stimulus and the controlling prompt are presented concurrently. Method An electronic search of ERIC was conducted with simultaneous prompting used as the keyword. Articles also were identified through the reference lists of research articles and a published review of the literature on simultaneous prompting (Morse & Schuster, 2004). Articles were included if (a) they employed simultaneous prompting in an experimental design and (b) were published in a peer review journal. A total of 35 peer reviewed articles and one review of the literature were identified. Investigations that were not included in the initial review of the literature are included in Tables 1 and 2. Demographic Variables Participants. A total of 35 published studies spanning eighteen years (1992–2010) and one review of the literature on simultaneous prompting are included. In an initial review of the literature Morse and Schuster (2004) identified 18 published studies which examined simultaneous prompting including 74 participants. Since the initial review of the literature an additional 17 studies have been identified with an additional 62 participants for a total of 35 published studies and 136 participants. Simultaneous prompting has been employed predominately with students in elementary school (Akmanoglu & Batu, 2004; Batu, 2008; Birkan, 2005; Griffen, Schuster, & Morse, 1998; Kurt & Tekin-Iftar, 2008; Parrott, Schuster, Collins, & Gassaway, 2000; Schuster & Griffen, 1993; Schuster, Griffen, & Wolery, 1992; Singleton, Schuster, & Ault, 1995; Tekin & Kircaali-Iftar, 2002; Tekin-Iftar, 2008; Tekin- Iftar, Kurt, & Acar, 2008; Waugh, Fredrick, & Alberto, 2009) but also has been implemented Simultaneous Prompting / 529
TABLE 1 Summary of Demographic and Procedural Variables Independent Variable (Controlling Prompt) Error Rates Authors Participants (Target Participants) Setting Pupil: Teacher Ratio Dependent Variable Instruction 10.4% Probe 45% Modeling prompt paired with verbal prompt Preschool Expressive identification of relatives 2 with Autism; 5.5 years old Classroom for children with Autism in a university unit for children with development delays Akmanoglu-Uludag & Batu (2005) Instruction (1:1) Verbal 38.5%, Motor 0%; (4:1) Verbal 49%, Motor 0% Probe (1:1) Verbal, Motor, and Instructive Feedback 41.6%; (4: 1) Verbal 25%, Motor 24.2%, Instructive Feedback 30% Instruction Everyday probes 0–3.5% Every 4th day probes 0–4.3% Probes First 8 days 50% First 2 every 4th day 28.1% Full physical prompt to perform play action paired with a verbal model of language (1) acquisition and training trials of target pretend play expressive vocabulary skills (2) pretend play motor skill (3) instructive feedback - expressive vocabulary skills (1:1) Public preschool Classroom (1:1 and 4:1) 4 with pervasive developmental disorder and developmental disabilities; 3–4 years old; Para delivered instruction Colozzi, Ward, & Crotty (2008) Verbal model of correct response Classroom (1:1) 14 transportation words and 11 line drawings (2 words per condition; 3 conditions Everyday probes, Every fourth day probes and control) Reichow & Wolery (2009) 1 with speech language impairment, 1 English Language Learner, 1 with typical development, 1 at-risk for school failure; 4–5 years old Instruction 34–64% Probe not reported Not Reported Modeling plus verbal prompt Verbal direction paired with modeling Instruction 0% Probes 26–35% Verbal Model of correct response Instruction Not reported Probes (CTD 1–16%) (SP 2–15%) CTD vs Simultaneous Prompting (Intermittent probes) Elementary Akmanoglu & Batu (2004) 3 with Autism; 6–17 years old Classroom at university Receptive identification school (1:1) of numerals 1–9 Batu (2008) 4 with Developmental Delays Home-based instruction (1) Caregiver (IQ 41–50); 6-9 years old; implementation (2) Caregiver-delivered Acquisition of home- instruction living skills (e.g., wearing socks, making bed, etc) Birkan (2005) 1 MID, 2 MoID; 6–13 years old Classroom at research 3 discrete tasks (sight university (1:1) words, receptive identification of digits, telling time Kurt & Tekin-Iftar (2008) 4 with Autism; 6–8 years old School - Classroom, Turning on CD player cafeteria, free-play and taking a digital area, and hall picture 530 / Education and Training in Autism and Developmental Disabilities-December 2011
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Education and Training in Autism an
Page 3 and 4: March 2012 Manuscripts Accepted for
Page 5 and 6: new line of research, the review ho
Page 7 and 8: TABLE 1—(Continued) Overview of H
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Page 25 and 26: (14.3%), a unique curriculum (13.8%
Page 27 and 28: TABLE 1 Student Characteristics Stu
Page 29 and 30: eos” was highlighted. Students th
Page 31 and 32: ment was 100% for baseline and main
Page 33 and 34: Figure 3. Percentage of independent
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Page 37 and 38: Individuals with Disabilities Educa
Page 39 and 40: Education and Training in Autism an
Page 41 and 42: TABLE 1 Video Prompting Studies Con
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Page 45 and 46: Length of video clips. Researchers
Page 47 and 48: to learn three cooking tasks. Resul
Page 49 and 50: Van Laarhoven and Van Laarhoven-Mye
Page 51 and 52: Dogoe, M., & Banda, D. R. (2009). R
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Page 57 and 58: TABLE 2 Summary of Outcome Variable
Page 59 and 60: with students in preschool (Akmanog
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Page 63 and 64: Vocational task. To date one study
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Page 67 and 68: Retardation and Developmental Disab
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Page 73 and 74: Figure 1. Example of the mini-poste
Page 75 and 76: Experimental Design This study empl
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Page 85 and 86: Figure 1. Correct responses for Joe
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Page 91 and 92: 2007). Choice making initiates the
Page 93 and 94: making choices is clearly not in th
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Page 103 and 104: TABLE 1 Studies Listed According to
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TABLE 1—(Continued) Studies Liste
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(i.e., MSW) and duration-based (i.e
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2008), and increasing adaptive beha
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port difficulty implementing the in
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of a preferred item while continuin
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Kreiner, J., & Flexer, R. (2009). A
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Education and Training in Autism an
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autism on the CARS. Regarding socia
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other effect size measures and with
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quests during baseline sessions. Du
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ulation was generally clear and he
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communication training as a treatme
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encing allergy symptoms (one partic
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Assessments Preference assessment.
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Interobserver agreement. A second o
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challenging behavior in the presess
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tion of the preferred item signaled
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ior: An analysis of the literature.
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moderate intellectual disabilities
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Effects of the STAR intervention pr
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Copeland, S. R. (2002). See citatio
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126. Ezell, D., & Klein, C. (2003).
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computer-based instruction program.
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sight words to students with mental
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Mastropieri, M. A. (2009). See cita
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262. Noyes, D. A., & Sax, C. L. (20
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Rispoli, M. (2009). See citation #1
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Sparks, S. (2010). See citation #87
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Vlaskamp, C. (2008). See citation #
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INDEX—VOLUME 46,
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Runes, Sandra. See Hausmann-Stabile
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Review of video prompting studies w
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Look! I'm in College! DVD Look, I
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13th International Conference on Au
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