A multiple probe study across behaviors, replicated across students, assessed the effectiveness of simultaneous prompting (SP) in a small group teaching arrangement on teaching (a) to show the provinces, rivers, and border countries of Turkey on a map and (b) to expressively identify the names of the symbols which are usually used in math. Subjects of the study were five middle school age students with developmental disabilities. Maintenance and generalization effects of SP were investigated in the study as well. Moreover, acquisition of non-target skills was also assessed through instructive feedback and observational learning. Results show that SP was effective. Students generalized and maintained the acquired behaviors. Assessment of observational learning and instructive feedback data showed that students acquired non-target skills to certain extents. Implications and future research needs are discussed. (Contains 5 tables and 5 figures.)