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ERIC Number: ED556674
Record Type: Non-Journal
Publication Date: 2011
Pages: 214
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-6208-6
Comparison of Massed Trial Instructions vs. Activity-Based Instruction Using a Simultaneous Prompting Strategy with Young Children Who Are at Risk
Davis, Maria Thomas
ProQuest LLC, Ed.D. Dissertation, University of Kentucky
The researcher used a simultaneous prompting procedure to teach 3 Kindergarten students who had or who were at risk for a developmental delay. She taught a paraprofessional to use two instructional formats to teach skills (i.e., phonics or subtraction). On an alternating schedule, she used the simultaneous prompting procedure with a massed trial format to teach one set of target behaviors and then with an activity-based format to teach a different set of behaviors. The researcher used a parallel treatments design across behaviors replicated across students to evaluate the effectiveness of the simultaneous prompting procedure. Results indicated that 2 students learned all of their target behaviors and 1 student learned most of her target behaviors. When compared, there were no differences between the two instructional formats. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A