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ERIC Number: EJ942481
Record Type: Journal
Publication Date: 2011-Jun
Pages: 16
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-2154-1647
Using Simultaneous Prompting to Teach Restaurant Words and Classifications as Non-Target Information to Secondary Students with Moderate to Severe Disabilities
Smith, Bethany R.; Schuster, John W.; Collins, Belva; Kleinert, Harold
Education and Training in Autism and Developmental Disabilities, v46 n2 p251-266 Jun 2011
This paper reviews selected literature pertaining to simultaneous prompting and the acquisition of non-target information for individuals with moderate to severe disabilities. The purpose of this review was to discuss the definition of non-target information (NTI) and the various places it can be embedded within an instructional trial. The acquisition of NTI has become especially critical to teachers who serve this population of students. Incidental learning provides teachers with an opportunity to increase a student's exposure to information without increasing instructional time, therefore increasing the efficiency of the teacher's instruction. A multiple probe design with full conditions across behaviors and replicated across participants evaluated the effectiveness of simultaneous prompting (SP) when teaching four participants with moderate and severe disabilities to read 12 sight words from community restaurants. In addition, the researcher examined generalization of the non-target information provided in the discriminative stimulus. Data indicated that SP was effective in teaching the participants the targeted sight words and the participants maintained the knowledge at high rates over time. Additionally, participants acquired NTI knowledge of the food classification embedded in the discriminative stimulus. (Contains 4 tables and 4 figures.)
Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A