Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders

Elif Tekin İftar; Seray Olcay Gül

Vol. 9 No. 2 (2016) IEJEE Special Issue Autism Spectrum Disorders (ASD): Approaches to Training, Teaching, and Treatment

Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders

Elif Tekin İftar
Seray Olcay Gül

Published August 23, 2017 | Pages: 451-472 | Views: 723

Download PDF

SHARE

Abstract

A multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different target skills were taught to each student in the group arrangement. Three 10-and-11-years-old male students participated. Results showed that the simultaneous prompting procedure was effective and the students acquired responding correctly to the instructive feedback and observational learning stimuli, which were exposed during the course of simultaneous prompting training. Furthermore, the simultaneous prompting procedure was effective in the maintenance and generalization of the acquired target skills and they maintained responding correctly to their instructive feedback and observational learning stimuli over time and across persons and materials. Last, social validity findings of the study were encouraging. All these findings provide the groundwork for suggesting teachers to use the simultaneous prompting procedure with the presentation of instructive feedback stimuli and providing opportunity of observational learning when teaching academic skills to students with ASD. Future research is needed to support these findings.

<p>A multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different target skills were taught to each student in the group arrangement. Three 10-and-11-years-old male students participated. Results showed that the simultaneous prompting procedure was effective and the students acquired responding correctly to the instructive feedback and observational learning stimuli, which were exposed during the course of simultaneous prompting training. Furthermore, the simultaneous prompting procedure was effective in the maintenance and generalization of the acquired target skills and they maintained responding correctly to their instructive feedback and observational learning stimuli over time and across persons and materials. Last, social validity findings of the study were encouraging. All these findings provide the groundwork for suggesting teachers to use the simultaneous prompting procedure with the presentation of instructive feedback stimuli and providing opportunity of observational learning when teaching academic skills to students with ASD. Future research is needed to support these findings.</p>

Listen -

References

Alberto, P. A., Waugh, R. E., & Fredrick, L. D. (2010). Teaching reading of connected text through sight-word instruction to students with moderate intellectual disabilities. Research in Developmental Disabilities, 31, 1467-1474.
Alig-Cybriwsky, C., Wolery, M., & Gast, L. D. (1990). Use of constant time delay procedure in teaching preschoolers in a group format. Journal of Early Intervention, 14, 99-116.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Billingsley, F., White, O. R., & Munson, R. (1980). Procedural reliability: A rationale and example. Behavioral Assessment, 2, 229–241.
Charlop, M. H., Schreibman, L., & Tryon, A. S. (1983). Learning through observation: The effects of peer modeling on acquisition and generalization in autistic children. Journal of Abnormal Child Psychology, 11, 355–366.
Collins, B. C. (2012). Systematic instruction for students with moderate and severe disabilities. Baltimore, MD: Brookes.
Fetko, E. E., Collins, B. C., Hager, K. D., & Spriggs, A. D. (2013). Embedding science facts in leisure skill instruction conducted by peer tutors. Education and Training in Autism and Developmental Disabilities, 48, 400-411.
Fickel, K. M., Schuster, J. W., & Collins, B. C. (1998). Teaching different tasks using different stimuli in a heterogeneous small group. Journal of Behavioral Education, 8, 219-244.
Gast, D. L., & Ledford, J. (2010). Multiple baseline and multiple probe designs. D. L. Gast (Ed.), Single subject research methodology in behavioral sciences (pp. 276-328). NY: Routledge.
Gursel, O., Tekin-Iftar, E., & Bozkurt, F. (2006). Effectiveness of simultaneous prompting in small group: The opportunity of acquiring non-target skills through observational learning and instructive feedback. Education and Training in Developmental Disabilities, 41, 225-243.
Haydon, T., Conroy, M. A., Scott, T. M., Sindelar, P. T., Barber, B. R., & Orlando, A. (2011). A comparison of three types of opportunities to respond on student academic and social behaviors. Journal of Emotional and Behavioral Disorders, 18, 27-40.
Haydon, T., Mancil, G. R., & Van Loan, C. (2009). Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32, 267-278.
Heinrich, S., Collins, B. C., Knight, V., & Spriggs, A. A. (2016). Embedded simultaneous prompting procedure to teach STEM content to high school students with moderate disabilities in inclusive settings. Education and Training in Autism and Developmental Disabilities, 51, 41-54.
Hudson, T. M., Hinkson-Lee, K., & Collins, B. (2013). Teaching paragraph composition to students with emotional/behavioral disorders using the simultaneous prompting procedure. Journal of Behavioral Education, 22, 139-156.
Jones, G. Y., & Collins, B. C. (1997). Teaching microwave skills to adults with disabilities: Acquisition of nutrition and safety facts presented as nontargeted information. Journal of Developmental and Physical Disabilities, 9, 59-78.
Karl, J., Collins, B. C., Hager, K. D., & Ault, M. J. (2013). Teaching core content embedded in a functional activity to students with moderate intellectual disability using a simultaneous prompting procedure. Education and Training in Autism and Developmental Disabilities, 48, 363-378.
Ledford, J. R., Gast, D. L., Luscre, D., & Ayres, K. M. (2008). Observational and incidental learning by children with autism during small group instruction. Journal of Autism and Developmental Disorders, 38, 86-103.
Loughrey, T. O., Betz, A. M., Majdalany, L. M., & Nicholson, K. (2014). Using instructive feedback to teach category names to children with autism. Journal of Applied Behavior Analysis, 47, 425-430.
Maciag, K. G., Schuster, J. W., Collins, B. C., & Cooper, J. T. (2000). Training adults with moderate and severe mental retardation in a vocational skill using a simultaneous prompting procedure. Education and Training in Mental Retardation and Developmental Disabilities, 35, 306-316.
Parker, M. A., & Schuster, J. W. (2002). Effectiveness of simultaneous prompting on the acquisition of observational and instructive feedback stimuli when teaching a heterogeneous group of high school students. Education and Training in Mental Retardation and Developmental Disabilities, 37, 89-104.
Parrott, K. A., Schuster, J. W., Collins, B. C., & Gassaway, L. J. (2000). Simultaneous prompting and instructive feedback when teaching chained tasks. Journal of Behavioral Education, 10, 3-19.
Pennington, R. C., Ault, M. J., Schuster, J. W., & Sanders, A. (2010). Using simultaneous prompting and computer-assisted instruction to teach story writing to students with autism. Assistive Technology Outcomes and Benefits Focused Issue: Assistive Technology and Writing, 7, 24-38.
Reichow, B., & Wolery, M. (2011). Comparison of progressive prompt delay with and without instructive feedback. Journal of Applied Behavior Analysis, 44, 327-340.
Sainato, D. M., Strain, P. S., Lefebvre, D., & Rapp, N. (1987). Facilitating transition times with handicapped preschool children: A comparison between peer-mediated and antecedent prompt procedures. Journal of Applied Behavior Analysis, 20, 285-291.
Savasir, I., & Sahin, N. (1995). Wechsler Cocuklar icin Zeka Ölcegi uygulama kitapcigi (Manual of Wechsler Intelligence Test for Children) (I. Savasir & N. Sahin). Ankara: Türk Psikologlar Dernegi (Association of Turkish Psychologists).
Singleton, K. C., Schuster, J. W., & Ault, M. J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30, 218-230.
Smith, B. R., Schuster, R., Collins, B. C., & Kleinert, H. (2011). Using simultaneous prompting to teach restaurant words and classifications as non-target information to secondary students with moderate to severe disabilities. Education and Training in Autism and Developmental Disabilities, 46, 251-266.
Stinson, D. M., Gast, D. L., Wolery, M., & Collins, B. C. (1991). Acquisition of nontargeted information during small-group instruction. Exceptionality, 2, 65-80.
Sutherland, K. S., Alder, N., & Gunter, P. L. (2003). The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239-248.
Taylor, B. A., DeQuinzio, J. A., & Stine, J. (2012). Increasing observational learning of children with autism: A preliminary analysis. Journal of Applied Behavior Analysis, 45, 815-820.
Tekin-Iftar, E. (2008). Parent-delivered community-based instruction with simultaneous prompting for teaching community skills to children with developmental disabilities. Education and Training in Developmental Disabilities, 43, 249–265.
Tekin-Iftar, E., & Birkan, B. (2010). Small group instruction for students with autism. The Journal of Special Education, 44, 50-63.
Vladescu, J. C., & Kodak, T. M. (2013). Increasing instructional efficiency by presenting additional stimuli in learning trials for children with autism spectrum disorders. Journal of Applied Behavior Analysis, 46, 805–816.
Werts, M. G., Hoffman, E. M., & Darcy, C. (2011). Acquisition of instructive feedback: Relation to target stimulus. Education and Training in Autism and Developmental Disabilities, 46, 134-149.

Keywords

Instructional efficiency, Simultaneous prompting, Group arrangement, Instructive feedback stimuli, Observational learning stimuli, Autism spectrum disorders

Affiliations

Elif Tekin İftar

Anadolu University, Turkey

Seray Olcay Gül

Hacettepe University, Turkey

Downloads

Download data is not yet available.

How to Cite

Tekin İftar, E., & Olcay Gül, S. (2017). Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders. International Electronic Journal of Elementary Education, 9(2), 451–472. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/169