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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 22 results
Comparing Simultaneous Prompting and Constant Time Delay to Teach Leisure Skills to Students with Moderate Intellectual Disability
Peer reviewed Peer reviewed
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Seward, Jannike; Schuster, John W.; Ault, Melinda Jones; Collins, Belva C.; Hall, Meada – Education and Training in Autism and Developmental Disabilities, 2014
We compared the effects of simultaneous prompting and constant time delay in teaching two solitaire card games to five high school students with moderate intellectual disability. An adapted alternating treatments within a multiple probe design was used to evaluate the effectiveness and efficiency of the procedures. Both procedures were effective…
Descriptors: Comparative Analysis, Prompting, Time, Moderate Mental Retardation
Presenting Chained and Discrete Tasks as Non-Targeted Information when Teaching Discrete Academic Skills through Small Group Instruction
Peer reviewed Peer reviewed
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Falkenstine, Karen Jones; Collins, Belva C.; Schuster, John W.; Kleinert, Harold – Education and Training in Developmental Disabilities, 2009
Special education teachers often search for effective strategies to teach a variety of skills to students with moderate to severe disabilities through small group instruction. The investigators examined the acquisition of academic skills as well as chained and discrete tasks presented as nontargeted information by a small group of students with…
Descriptors: Feedback (Response), Small Group Instruction, Observational Learning, Special Education Teachers
Using Simultaneous Prompting to Teach Restaurant Words and Classifications as Non-Target Information to Secondary Students with Moderate to Severe Disabilities
Peer reviewed Peer reviewed
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Smith, Bethany R.; Schuster, John W.; Collins, Belva; Kleinert, Harold – Education and Training in Autism and Developmental Disabilities, 2011
This paper reviews selected literature pertaining to simultaneous prompting and the acquisition of non-target information for individuals with moderate to severe disabilities. The purpose of this review was to discuss the definition of non-target information (NTI) and the various places it can be embedded within an instructional trial. The…
Descriptors: Prompting, Secondary School Students, Disabilities, Severe Disabilities
Peer-Implemented Time Delay Procedures on the Acquisition of Chained Tasks by Students with Moderate and Severe Disabilities
Peer reviewed Peer reviewed
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Godsey, Janet Read; Schuster, John W.; Lingo, Amy Shearer; Collins, Belva C.; Kleinert, Harold L. – Education and Training in Developmental Disabilities, 2008
This study evaluated the effectiveness of and reliability of peer tutors implementing a constant time delay procedure when teaching four high school students with moderate and severe disabilities to prepare foods using picture recipes. We used a multiple probe design across subjects to determine the effectiveness of the peer tutor implemented…
Descriptors: Cooking Instruction, Moderate Mental Retardation, Mild Mental Retardation, Peer Teaching
Comparison of Syntax Training for Students with Developmental Disabilities Utilizing Clinician-Directed versus Self-Determined Session Paradigms
Peer reviewed Peer reviewed
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Kleinert, Jane O'Regan; Gonzalez, Lori; Schuster, John W.; Huebner, Ruth – Education and Training in Developmental Disabilities, 2007
The ability to make choices, plan, and self-evaluate are among the primary skills included in the development of self-determination. This study was designed to determine if a teaching paradigm, which incorporates key elements of self-determination, is as effective and more efficient in teaching syntax than a traditional, clinician-directed…
Descriptors: Developmental Disabilities, Self Determination, Teaching Models, Syntax
Use of Response Cards to Teach Telling Time to Students with Moderate and Severe Disabilities
Peer reviewed Peer reviewed
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Horn, Channon; Schuster, John W.; Collins, Belva C. – Education and Training in Developmental Disabilities, 2006
Relative efficiency of hand raising and response cards within the context of an ABAB design when teaching time to middle school students with moderate and severe disabilities was investigated. Effects of the two strategies were assessed on four dependent variables: (a) student active responding, (b) on-task behavior, (c) inappropriate behavior,…
Descriptors: Middle School Students, Early Adolescents, Patterned Responses, Time on Task
Using Video Prompting to Teach Cooking Skills to Secondary Students with Moderate Disabilities
Peer reviewed Peer reviewed
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Graves, Tara B.; Collins, Belva C.; Schuster, John W.; Kleinert, Harold – Education and Training in Developmental Disabilities, 2005
Three secondary students with moderate disabilities acquired cooking skills through a constant time delay procedure used with video prompting. A multiple probe design was used to evaluate effectiveness of the procedure to teach preparation of a food item (a) on a stove, (b) in a microwave, and (c) on a counter top. The procedure was effective for…
Descriptors: Prompting, Daily Living Skills, Secondary School Students, Disabilities
Simultaneous Prompting: A Review of the Literature
Peer reviewed Peer reviewed
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Morse, Timothy E.; Schuster, John W. – Education and Training in Developmental Disabilities, 2004
Published literature pertaining to the simultaneous prompting teaching procedure is reviewed. Purposes of this review are to (a) present an initial analysis of effectiveness of this emerging response prompting procedure, (b) discuss work that has been conducted to date, and (c) provide directions for future research. Data from all published…
Descriptors: Teaching Methods, Investigations, Teacher Effectiveness, Prompting
Teaching Elementary Students with Cognitive Disabilities Food Preparation Skills while Embedding Instructive Feedback in the Prompt and Consequence Event.
Peer reviewed Peer reviewed
Fiscus, Renee S.; Schuster, John W.; Morse, Timothy E.; Collins, Belva C. – Education and Training in Mental Retardation and Developmental Disabilities, 2002
This study investigated whether four students with moderate to severe cognitive disabilities would acquire related and unrelated instructive feedback stimuli embedded in the prompt and consequent event using a constant time delay to teach three food preparation skills. Analysis found the intervention effective with three students who also acquired…
Descriptors: Daily Living Skills, Elementary Secondary Education, Feedback, Instructional Effectiveness
Effectiveness of Simultaneous Prompting on the Acquisition of Observational and Instructive Feedback Stimuli When Teaching a Heterogeneous Group of High School Students.
Peer reviewed Peer reviewed
Parker, Mary Ann; Schuster, John W. – Education and Training in Mental Retardation and Developmental Disabilities, 2002
This study examined the effectiveness of a simultaneous prompting teaching procedure to teach different tasks simultaneously to each of four high school students with functioning levels from typically developing to moderate disabilities. Results support the procedure's effectiveness and all students met criterion on each set after the simultaneous…
Descriptors: Disabilities, Feedback, Heterogeneous Grouping, High Schools
Teaching Laundry Skills to High School Students with Disabilities: Generalization of Targeted Skills and Nontargeted Information.
Peer reviewed Peer reviewed
Taylor, Paula; Collins, Belva C.; Schuster, John W.; Kleinert, Harold – Education and Training in Mental Retardation and Developmental Disabilities, 2002
An instructional procedure to teach laundry skills to four high school students with moderate mental disabilities utilized least prompts with multiple exemplars of materials to facilitate generalization of skills across community settings and multiple exemplars of nontargeted information presented as instructive feedback. Students acquired and…
Descriptors: Clothing, Cues, Daily Living Skills, Generalization
Peer- versus Teacher-Delivered Instruction: Effects on Acquisition and Maintenance.
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Miracle, Sally A.; Collins, Belva C.; Schuster, John W.; Grisham-Brown, Jennifer – Education and Training in Mental Retardation and Developmental Disabilities, 2001
Effects of peer versus teacher delivered individualized instruction when teaching basic sight words with a constant time delay procedure to four secondary students with moderate/severe disabilities are compared. Results show that, while both modes of delivery are effective, teacher instruction was slightly more efficient than peer tutor…
Descriptors: Mental Retardation, Peer Teaching, Secondary Education, Teacher Effectiveness
Training Adults with Moderate and Severe Mental Retardation in a Vocational Skill Using a Simultaneous Prompting Procedure.
Peer reviewed Peer reviewed
Maciag, Karen G.; Schuster, John W.; Collins, Belva C.; Cooper, Justin T. – Education and Training in Mental Retardation and Developmental Disabilities, 2000
Ten adults with moderate and severe mental retardation were taught to construct shipping boxes using a dyadic instructional format in which each member of the dyad received instruction on one half of the task analysis on an alternative basis. Four of the five dyads learned to construct shipping boxes. (Contains references.) (Author/CR)
Descriptors: Adults, Instructional Effectiveness, Prompting, Severe Mental Retardation
Teaching Vocational Skills with a Faded Auditory Prompting System.
Peer reviewed Peer reviewed
Mitchell, Rebecca J.; Schuster, John W.; Collins, Belva C.; Gassaway, Linda J. – Education and Training in Mental Retardation and Developmental Disabilities, 2000
Three students (ages 14-16) with mild mental retardation were taught to use an auditory prompting system to complete the vocational tasks of cleaning a bathroom in a classroom setting. Students acquired the skills and generalized them to a novel setting. There were mixed results concerning maintenance of the skills. (Contains 10 references.)…
Descriptors: Generalization, Instructional Effectiveness, Job Skills, Maintenance
Using Simultaneous Prompting To Teach a Chained Vocational Task to Young Adults with Severe Intellectual Disabilities.
Peer reviewed Peer reviewed
Fetko, Kathleen S.; Schuster, John W.; Harley, Debra A.; Collins, Belva C. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
The effectiveness of simultaneous prompting, an instructional procedure which involves presenting the task direction and immediately providing the controlling prompt, was evaluated with four young adults with severe intellectual disabilities. Daily probe sessions assessed acquisition of the target behavior. Results indicated the procedure was…
Descriptors: Behavior Chaining, Daily Living Skills, Instructional Effectiveness, Prompting
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