Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders
A multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different ta...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2016-12-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/169/165 |
| _version_ | 1797914458825162752 |
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| author | Elif Tekin İftar Seray Olcay Gül |
| author_facet | Elif Tekin İftar Seray Olcay Gül |
| author_sort | Elif Tekin İftar |
| collection | DOAJ |
| description | A multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different target skills were taught to each student in the group arrangement. Three 10-and-11-years-old male students participated. Results showed that the simultaneous prompting procedure was effective and the students acquired responding correctly to the instructive feedback and observational learning stimuli, which were exposed during the course of simultaneous prompting training. Furthermore, the simultaneous prompting procedure was effective in the maintenance and generalization of the acquired target skills and they maintained responding correctly to their instructive feedback and observational learning stimuli over time and across persons and materials. Last, social validity findings of the study were encouraging. All these findings provide the groundwork for suggesting teachers to use the simultaneous prompting procedure with the presentation of instructive feedback stimuli and providing opportunity of observational learning when teaching academic skills to students with ASD. Future research is needed to support these findings. |
| first_indexed | 2024-04-10T12:26:55Z |
| format | Article |
| id | doaj.art-d15fdc792f214a7aa6598bf12b62b8c0 |
| institution | Directory Open Access Journal |
| issn | 1307-9298 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T12:26:55Z |
| publishDate | 2016-12-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-d15fdc792f214a7aa6598bf12b62b8c02023-02-15T16:15:07ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982016-12-0192451472Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disordersElif Tekin İftar0Seray Olcay Gül1Anadolu UniversityHacettepe UniversityA multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different target skills were taught to each student in the group arrangement. Three 10-and-11-years-old male students participated. Results showed that the simultaneous prompting procedure was effective and the students acquired responding correctly to the instructive feedback and observational learning stimuli, which were exposed during the course of simultaneous prompting training. Furthermore, the simultaneous prompting procedure was effective in the maintenance and generalization of the acquired target skills and they maintained responding correctly to their instructive feedback and observational learning stimuli over time and across persons and materials. Last, social validity findings of the study were encouraging. All these findings provide the groundwork for suggesting teachers to use the simultaneous prompting procedure with the presentation of instructive feedback stimuli and providing opportunity of observational learning when teaching academic skills to students with ASD. Future research is needed to support these findings.https://iejee.com/index.php/IEJEE/article/view/169/165Instructional efficiencySimultaneous promptingGroup arrangementInstructive feedback stimuliObservational learning stimuliAutism spectrum disorders |
| spellingShingle | Elif Tekin İftar Seray Olcay Gül Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders International Electronic Journal of Elementary Education Instructional efficiency Simultaneous prompting Group arrangement Instructive feedback stimuli Observational learning stimuli Autism spectrum disorders |
| title | Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders |
| title_full | Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders |
| title_fullStr | Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders |
| title_full_unstemmed | Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders |
| title_short | Increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders |
| title_sort | increasing instructional efficiency when using simultaneous prompting procedure in teaching academic skills to students with autism spectrum disorders |
| topic | Instructional efficiency Simultaneous prompting Group arrangement Instructive feedback stimuli Observational learning stimuli Autism spectrum disorders |
| url | https://iejee.com/index.php/IEJEE/article/view/169/165 |
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