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ERIC Number: EJ1128761
Record Type: Journal
Publication Date: 2017-Feb
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2165-1434
Using a Simultaneous Prompting Procedure to Embed Core Content When Teaching a Potential Employment Skill
Collins, Belva C.; Terrell, Misty; Test, David W.
Career Development and Transition for Exceptional Individuals, v40 n1 p36-44 Feb 2017
This investigation used a multiple-probe-across-participants design to examine the effects of using a simultaneous prompting procedure to teach four secondary students with mild intellectual disabilities the employment task of caring for plants in a greenhouse. The instructor also embedded photosynthesis science content as nontargeted information within instructional trials on the task analysis. Following the intervention, all four participants achieved criterion on the employment task and increased their knowledge of core science content. Maintenance data indicated students retained both skills for up to 8 weeks following intervention. Implications for practice and suggestions for research are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A