TABLE 2—(C<strong>on</strong>tinued) Summary of Outcome Variables Authors Design Results Maintenance Generalizati<strong>on</strong> Social Validity Preschool Waugh et al. (2009) Changing Criteri<strong>on</strong> All 3 students met Measured during the Across materials Teacher Interview criteri<strong>on</strong> through study due to Blending Set 2, <strong>on</strong>e summer break; not student met criteri<strong>on</strong> measured followed through Blending Set 5 mastery of all phases <strong>and</strong> <strong>on</strong>e student met of instructi<strong>on</strong> criteri<strong>on</strong> through Blending Set 3 Middle School Alberto et al (2010) Changing Criteri<strong>on</strong> All students met criteri<strong>on</strong> Not measured Across materials Teacher embedded in a Questi<strong>on</strong>naire Multiple Baseline across groups Gursel et al. (2006) Multiple Probe All students met criteri<strong>on</strong> 2 <strong>and</strong> 6 weeks Across people <strong>and</strong> Not reported following materials dem<strong>on</strong>strati<strong>on</strong> of mastery Rao & Kane (2009) Multiple Probe Both students met 10 days following Across settings, materials, Not reported criteri<strong>on</strong> dem<strong>on</strong>strati<strong>on</strong> of <strong>and</strong> professi<strong>on</strong>als mastery Rao & Mallow (2009) Multiple Probe Both students met 1 <strong>and</strong> 3 weeks Across format, setting, Not reported criteri<strong>on</strong> following <strong>and</strong> pers<strong>on</strong>nel dem<strong>on</strong>strati<strong>on</strong> of mastery Riesen et al. (2003) Adapted Alternating 3 students reached Not reported Not reported Not reported Treatments criteri<strong>on</strong> under both c<strong>on</strong>diti<strong>on</strong>s, 1 student reached criteri<strong>on</strong> under simultaneous prompting c<strong>on</strong>diti<strong>on</strong> <strong>on</strong>ly Tekin-Iftar (2003) Multiple Probe All met criteri<strong>on</strong> 1 week following Across people Not reported dem<strong>on</strong>strati<strong>on</strong> of mastery Tekin-Iftar, Acar, & Kurt Multiple Probe All met criteri<strong>on</strong> 1, 2, <strong>and</strong> 4 weeks Not reported Not reported (2003) following dem<strong>on</strong>strati<strong>on</strong> of mastery Simultaneous Prompting / 533
with students in preschool (Akmanogu- Uludag & Batu, 2005; Colozzi, Ward, & Crotty, 2008; Dogan & Tekin-Iftar, 2002; Gibs<strong>on</strong> & Schuster, 1992; MacFarl<strong>and</strong>-Smith, Schuster, & Stevens, 1993; Reichow & Wolery, 2009; Sewell, Collins, Hemmeter, & Schuster, 1998), middle school (Alberto, Waugh, & Fredrick, 2010; Fickel, Schuster, & Collins, 1998; Gursel, Tekin-Iftar, & Bozkurt, 2006; Rao & Kane, 2009; Rao & Mallow, 2009; Riesen, McD<strong>on</strong>nell, Johns<strong>on</strong>, Polychr<strong>on</strong>is, & James<strong>on</strong>, 2003; Tekin-Iftar, 2003; Tekin-Iftar, Acar, & Kurt, 2003), <strong>and</strong> high school (Fetko, Schuster, Harley, & Collins, 1999; Johns<strong>on</strong>, Schuster, & Bell, 1996; Parker & Schuster, 2002; Singlet<strong>on</strong>, Schuster, Morse, & Collins, 1999), <strong>and</strong> with adults (Maciag, Schuster, Collins, & Cooper, 2000; Palmer, Collins, & Schuster, 1999). The procedure has been employed in 19 studies with a total of 51 participants with moderate intellectual disabilities (MoID) (Alberto et al., 2010; Batu, 2008; Birkan, 2005; Dogan & Tekin-Iftar, 2002; Fickel et al., 1998; Griffen et al., 1998; Gursel et al., 2006; Maciag, et al., 2000; Parker & Schuster, 2002; Parrott, et al., 2000; Rao & Mallow, 2009; Riesen et al., 2003; Schuster & Griffen, 1993; Schuster et al., 1992; Singlet<strong>on</strong> et al., 1995; Singlet<strong>on</strong> et al., 1999; Tekin & Kircaali-Iftar, 2002; Tekin-Iftar, 2008; Waugh et al., 2009). The procedure also has been employed in 13 studies with a total of 23 participants with mild intellectual disabilities (MID) (Birkan, 2005; Dogan & Tekin-Iftar, 2002; Fickel et al., 1998; Gursel et al., 2006; Johns<strong>on</strong> et al., 1996; Palmer et al.,1999; Parker & Schuster, 2002; Rao & Kane, 2009; Rao & Mallow, 2009; Riesen et al., 2003; Tekin & Kircaali-Iftar, 2002; Tekin-Iftar, 2003; Tekin- Iftar et al., 2003), 7 studies with a total of 18 participants with autism (Akmanoglu & Batu, 2004; Akmanoglu-Uludag & Batu, 2005; Colozzi et al., 2008; Kurt & Tekin-Iftar, 2008; Parrott et al., 2000; Riesen et al., 2003; Tekin- Iftar, 2008), 5 studies with a total of 10 participants with typical development (Fickel et al., 1998; Gibs<strong>on</strong> & Schuster, 1992; Parker & Schuster, 2002; Reichow & Wolery, 2009; Tekin-Iftar et al., 2003), 4 studies with a total of 11 participants with severe intellectual disabilities (SID) (Colozzi et al., 2008; Fetko et al.,1999; Maciag et al., 2000; Parrott et al., 2000), 4 studies with 12 participants with developmental delays (Gibs<strong>on</strong> & Schuster, 1992; MacFarl<strong>and</strong>-Smith et al., 1992; Sewell et al., 1998; Wolery et al., 1993), <strong>on</strong>e study with a total of three participants with learning disabilities (Johns<strong>on</strong> et al., 1996), <strong>on</strong>e study with a participant with spina bifida (Gibs<strong>on</strong> & Schuster, 1992), <strong>on</strong>e study with a participant classified as a slow learner (Tekin-Iftar, 2003), <strong>and</strong> <strong>on</strong>e study which included a student with a speech-language impairment, a student who was classified as an English Language Learner, <strong>and</strong> a student identified as at-risk for school failure (Reichow & Wolery, 2009). In the same way that simultaneous prompting has been employed with a variety of participants, a variety of individuals have implemented the procedure. While this procedure predominately has been implemented by classroom teachers (Griffen et al., 1998; Gursel et al., 2008; Waugh et al., 2009), it also has been implemented by paraprofessi<strong>on</strong>als (Colozzi et al., 2008; Riesen et al., 2003), parents (Tekin-Iftar, 2008), caregivers (Batu, 2008), sibling tutors (Tekin & Kircaali-Iftar, 2002), <strong>and</strong> peer tutors (Tekin-Iftar, 2003). Simultaneous prompting is executed with a high level of procedural fidelity, ranging from 84100% across all implementers. Instructi<strong>on</strong>al Grouping The majority of studies which have employed simultaneous prompting have used individual instructi<strong>on</strong>al formats (Akmanoglu & Batu, 2004; Akamanoglu-Uludag & Batu, 2005; Batu, 2008; Birkan, 2005; Dogan & Tekin- Iftar, 2002; Fetko et al., 1999; Gibs<strong>on</strong> & Schuster, 1992; Griffen et al., 1998; Parrott et al., 2000; Rao & Kane, 2009; Rao & Mallow, 2009; Reichow et al., 2009; Riesen et al., 2003; Schuster et al., 1992; Singlet<strong>on</strong> et al., 1999; Tekin & Kircaali-Iftar, 2002; Tekin & Iftar, 2003; Tekin- Iftar et al, 2003; Tekin-Iftar et al, 2008). Six studies have implemented the instructi<strong>on</strong>al strategy in a group format, ranging from a 2:1 format to an 11:1 format. Singlet<strong>on</strong> et al. (1995) were the first to examine simultaneous prompting in a group format using dyads. The researchers found that simultaneous prompting could be implemented effectively in dyads to teach basic discrete identificati<strong>on</strong> of community signs to students with MoID. Maciag et al. (2000) further examined the use of simultaneous prompting in teaching a chained vo- 534 / Educati<strong>on</strong> <strong>and</strong> Training in <strong>Autism</strong> <strong>and</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-December 2011
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Education and Training in Autism an
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March 2012 Manuscripts Accepted for
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new line of research, the review ho
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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