Effectiveness of Simultaneous Prompting on the Acquisition of Observational and Instructive Feedback Stimuli When Teaching a Heterogeneous Group of High School Students.

Parker, Mary Ann; Schuster, John W.

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Peer reviewed

ERIC Number: EJ643084

Record Type: CIJE

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1079-3917

EISSN: N/A

Effectiveness of Simultaneous Prompting on the Acquisition of Observational and Instructive Feedback Stimuli When Teaching a Heterogeneous Group of High School Students.

Parker, Mary Ann; Schuster, John W.

Education and Training in Mental Retardation and Developmental Disabilities, v37 n1 p89-104 Mar 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 prompting. Maintenance and generalization data are provided. (Contains references.) (Author/DB)

Descriptors: Disabilities, Feedback, Heterogeneous Grouping, High Schools, Inclusive Schools, Individualized Instruction, Instructional Effectiveness, Mainstreaming, Prompting

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A