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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]