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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Figure 2. Number of correct resp<strong>on</strong>ses for Yunus dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g full, daily, ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance <str<strong>on</strong>g>and</str<strong>on</strong>g> generalizati<strong>on</strong> probe<br />
sessi<strong>on</strong>s. Closed circles represent daily probe, full probe, <str<strong>on</strong>g>and</str<strong>on</strong>g> ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance probe data, <str<strong>on</strong>g>and</str<strong>on</strong>g> open<br />
circles represent generalizati<strong>on</strong> probe data.<br />
teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g various tasks to students with mental<br />
retardati<strong>on</strong>. In additi<strong>on</strong>, ma<str<strong>on</strong>g>in</str<strong>on</strong>g>tenance <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
generalizati<strong>on</strong> of the targeted stimuli were assessed.<br />
Several c<strong>on</strong>clusi<strong>on</strong>s can be drawn from<br />
the results of this study.<br />
First, simultaneous prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g was effective<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 various tasks to students with mental<br />
retardati<strong>on</strong>. All students acquired their targeted<br />
stimuli with<str<strong>on</strong>g>in</str<strong>on</strong>g> 93 tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g sessi<strong>on</strong>s (c<strong>on</strong>-<br />
ducted over a period of 2 m<strong>on</strong>ths) <str<strong>on</strong>g>and</str<strong>on</strong>g><br />
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 the behaviors up to 7, 18, <str<strong>on</strong>g>and</str<strong>on</strong>g> 25<br />
days with 100% accuracy. Data collected dur<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />
pretests <str<strong>on</strong>g>and</str<strong>on</strong>g> posttests <str<strong>on</strong>g>in</str<strong>on</strong>g>dicated that students<br />
generalized their acquired behaviors<br />
across pers<strong>on</strong>s, sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs, <str<strong>on</strong>g>and</str<strong>on</strong>g> materials with<br />
100% accuracy. Previous studies have used simultaneous<br />
prompt<str<strong>on</strong>g>in</str<strong>on</strong>g>g with preschoolers<br />
(Dogan & Tek<str<strong>on</strong>g>in</str<strong>on</strong>g>-Iftar, 2002; Gibs<strong>on</strong> & Schus-<br />
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 Discrete Tasks / 75