Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
Education and Training in Developmental Disabilities - Division on ...
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<str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 2005, 40(1), 68–79<br />
© <str<strong>on</strong>g>Divisi<strong>on</strong></str<strong>on</strong>g> <strong>on</strong> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g><br />
Us<str<strong>on</strong>g>in</str<strong>on</strong>g>g Simultaneous Prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g for Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g Various Discrete<br />
Tasks to Students with Mental Retardati<strong>on</strong><br />
Bunyam<str<strong>on</strong>g>in</str<strong>on</strong>g> Birkan<br />
Anadolu University<br />
Abstract: Effectiveness of a simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g procedure was evaluated for students with mental<br />
retardati<strong>on</strong> at different levels of schools (preschool, primary <str<strong>on</strong>g>and</str<strong>on</strong>g> sec<strong>on</strong>dary grades) us<str<strong>on</strong>g>in</str<strong>on</strong>g>g various discrete tasks.<br />
Participants <str<strong>on</strong>g>in</str<strong>on</strong>g>cluded three students whose functi<strong>on</strong><str<strong>on</strong>g>in</str<strong>on</strong>g>g levels ranged from typically develop<str<strong>on</strong>g>in</str<strong>on</strong>g>g to mild <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
moderate mental disabilities. Effectiveness of a simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g procedure was evaluated through use<br />
of a multiple probe design across behaviors <str<strong>on</strong>g>and</str<strong>on</strong>g> replicated across students. Results <str<strong>on</strong>g>in</str<strong>on</strong>g>dicated that the procedure<br />
was successful <str<strong>on</strong>g>in</str<strong>on</strong>g> teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g targeted behaviors to all students. Students ma<str<strong>on</strong>g>in</str<strong>on</strong>g>ta<str<strong>on</strong>g>in</str<strong>on</strong>g>ed target behaviors at high rates<br />
up to 7, 18, <str<strong>on</strong>g>and</str<strong>on</strong>g> 25 weeks after tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>and</str<strong>on</strong>g> generalized resp<strong>on</strong>ses across people, materials, <str<strong>on</strong>g>and</str<strong>on</strong>g> sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs.<br />
Limitati<strong>on</strong>s <str<strong>on</strong>g>and</str<strong>on</strong>g> implicati<strong>on</strong>s for future research are discussed.<br />
Special educators strive for effective teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
strategies that m<str<strong>on</strong>g>in</str<strong>on</strong>g>imize errors <str<strong>on</strong>g>in</str<strong>on</strong>g> educati<strong>on</strong><br />
sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs (Gibs<strong>on</strong> & Schuster, 1992; Tek<str<strong>on</strong>g>in</str<strong>on</strong>g> &<br />
Kircaali-Iftar, 2001) Several effective, near-errorless<br />
teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g procedures used to teach children<br />
with disabilities a variety of skills dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
the acquisiti<strong>on</strong> phase of learn<str<strong>on</strong>g>in</str<strong>on</strong>g>g have been<br />
discussed <str<strong>on</strong>g>in</str<strong>on</strong>g> the literature (Wolery, Ault, &<br />
Doyle, 1992) <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>clude c<strong>on</strong>stant <str<strong>on</strong>g>and</str<strong>on</strong>g> progressive<br />
time delay. In additi<strong>on</strong> to these procedures,<br />
simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g (Gibs<strong>on</strong> &<br />
Schuster) also results <str<strong>on</strong>g>in</str<strong>on</strong>g> low student error<br />
rates (Fetko, Schuster, Harley, & Coll<str<strong>on</strong>g>in</str<strong>on</strong>g>s,<br />
1999).<br />
Simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g is a systematic<br />
form of the antecedent prompt <str<strong>on</strong>g>and</str<strong>on</strong>g> test procedure<br />
because all trials are c<strong>on</strong>ducted with<br />
zero sec<strong>on</strong>d delays between the discrim<str<strong>on</strong>g>in</str<strong>on</strong>g>ative<br />
stimulus <str<strong>on</strong>g>and</str<strong>on</strong>g> the teacher’s prompt. However,<br />
simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g procedures are different<br />
from antecedent prompt <str<strong>on</strong>g>and</str<strong>on</strong>g> test strategies<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> two dist<str<strong>on</strong>g>in</str<strong>on</strong>g>ct ways. First, when us<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g, a c<strong>on</strong>troll<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
prompt is always used. Antecedent prompt<br />
The author is grateful to Dr. G<strong>on</strong>ul Kircaali-Iftar,<br />
Director, Research Institute for the H<str<strong>on</strong>g>and</str<strong>on</strong>g>icapped,<br />
for her <str<strong>on</strong>g>in</str<strong>on</strong>g>sightful review <str<strong>on</strong>g>and</str<strong>on</strong>g> feedback, <str<strong>on</strong>g>and</str<strong>on</strong>g> to Gazi<br />
Acar, special educati<strong>on</strong> teacher, Research Institute<br />
for the H<str<strong>on</strong>g>and</str<strong>on</strong>g>icapped, for collect<str<strong>on</strong>g>in</str<strong>on</strong>g>g reliability data.<br />
Corresp<strong>on</strong>dence c<strong>on</strong>cern<str<strong>on</strong>g>in</str<strong>on</strong>g>g this article should be<br />
addressed to Bunyam<str<strong>on</strong>g>in</str<strong>on</strong>g> Birkan, Anadolu Universitesi,<br />
Engelliler Arastirma Enstitusu, 26470, Eskisehir,<br />
TURKEY. E-mail: bbirkan@anadolu.edu.tr<br />
68 / <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>-March 2005<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> test procedures traditi<strong>on</strong>ally have not<br />
used c<strong>on</strong>troll<str<strong>on</strong>g>in</str<strong>on</strong>g>g prompt as evidenced by variable<br />
<str<strong>on</strong>g>and</str<strong>on</strong>g> sometimes high learner error rates<br />
(Gibs<strong>on</strong> & Schuster, 1992; Schuster & Griffen,<br />
1993; Johns<strong>on</strong>, Schuster, & Bell, 1996). Sec<strong>on</strong>d,<br />
when us<str<strong>on</strong>g>in</str<strong>on</strong>g>g antecedent prompt <str<strong>on</strong>g>and</str<strong>on</strong>g> test<br />
procedures, probe or test trials can occur at<br />
any po<str<strong>on</strong>g>in</str<strong>on</strong>g>t <str<strong>on</strong>g>in</str<strong>on</strong>g> time but usually have occurred<br />
immediately after tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g trials <str<strong>on</strong>g>in</str<strong>on</strong>g> a modellead-test<br />
format (Wolery et al., 1992). The<br />
probe trials used dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g simultaneous<br />
prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g always occur immediately prior to<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>.<br />
Accord<str<strong>on</strong>g>in</str<strong>on</strong>g>g to Schuster <str<strong>on</strong>g>and</str<strong>on</strong>g> Griffen (1993),<br />
when us<str<strong>on</strong>g>in</str<strong>on</strong>g>g simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g, “A natural<br />
discrim<str<strong>on</strong>g>in</str<strong>on</strong>g>ative stimulus is presented <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
is followed immediately by a c<strong>on</strong>troll<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
prompt. Learners then imitate the prompt.<br />
S<str<strong>on</strong>g>in</str<strong>on</strong>g>ce learners never have an <str<strong>on</strong>g>in</str<strong>on</strong>g>dependent opportunity<br />
to resp<strong>on</strong>d dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al trials,<br />
probe trials are c<strong>on</strong>ducted to assess the<br />
transfer of stimulus c<strong>on</strong>trol from the c<strong>on</strong>troll<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
prompt used dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al trials to<br />
the natural discrim<str<strong>on</strong>g>in</str<strong>on</strong>g>ative stimulus” (p. 300).<br />
Although not extensively researched like<br />
other <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al strategies appear<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>in</str<strong>on</strong>g> the<br />
literature, research has shown some examples<br />
of the effectiveness of simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
<str<strong>on</strong>g>in</str<strong>on</strong>g> teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g tasks to students with mild <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
moderate mental disabilities (Gibs<strong>on</strong> & Schuster,<br />
1992; Schuster & Griffen).<br />
Though the number of studies report<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
use of simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g is limited, re-