SIMULTANEOUS PROMPTING IN A SMALL-GROUP INSTRUCTIONAL ARRANGEMENT

A multiple probe design across behaviors and replicated across student s assessed the effectiveness of a simultaneous prompting procedure in teaching expressive identification of photos of community signs to ele mentary students with moderate intellectual disabilities. Teaching occ urred in a small group instructional arrangement. Students also receiv ed instructive feedback during the trial sequence. Data were analyzed to determine the acquisition of targeted and non-targeted information as well as the acquisition of stimuli through observational learning. Results indicate that the procedure was effective in teaching both stu dents the targeted stimuli. In addition, the Procedure was successful in teaching both students some non-targeted stimuli as well as stimuli targeted for the other member of the instructional group (i.e., obser vational learning). Future research implications are discussed.