NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ792170
Record Type: Journal
Publication Date: 2008-Jun
Pages: 23
Abstractor: Author
Reference Count: 45
ISSN: ISSN-1547-0350
Comparison of Simultaneous Prompting Procedure in 1:1 and Small Group Instruction to Teach Play Skills to Preschool Students with Pervasive Developmental Disorder and Developmental Disabilities
Colozzi, Gail A.; Ward, Louise W.; Crotty, Kerry E.
Education and Training in Developmental Disabilities, v43 n2 p226-248 Jun 2008
This study examined and compared the effectiveness of a simultaneous prompting procedure used in both 1:1 and small group instruction to teach pretend play skills to a group of preschool students, three having a diagnosis of pervasive developmental disorder and one having a diagnosis of severe developmental disabilities. The study also assessed acquisition of instructive feedback and observational learning stimuli. A multiple probe design across responses and replicated across students and the two instruction formats assessed and compared effectiveness of the simultaneous prompting procedure. Data indicates that simultaneous prompting procedure resulted in acquisition, maintenance, and some generalization of the target skills and instructive feedback stimuli in both instruction formats with minimal differences. The group format allowed the opportunity for observational learning to occur and data on observational learning accuracy and generalization are reported. (Contains 6 tables and 6 figures.)
Division on Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A