Teaching a chained task with a simultaneous prompting procedure

Schuster, John W.; Griffen, Ann K.

doi:10.1007/bf00961557

Cited by 17 publications

(13 citation statements)

References 9 publications

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“…Generalization findings show that all three subjects can generalize their 100% level towel folding ability to different towels. When the researches are examined, the concurrent clue shows that teaching method is effective in teaching skills to students with intellectual disabilities and its permanence is preserved after teaching ends (Cankaya, 2011;Fetko, Schuster, Harley, & Collins, 1999;Leblebici, 2012;Schuster & Griffen, 1993).…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

“…This finding is similar to the results of the research showing that teaching is effective in teaching skills to individuals with intellectual disabilities. Aslan and Eratay (2009) to teach stamp processing skills; Ozbey (2005) the teaching business skills; Yucesoy (2002) to gain the ability to make copies; Schuster and Griffen (1993) tested the effectiveness of teaching with the simultaneous prompting to teach the ability to prepare concentrated juice.…”

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

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The Effectiveness of Simultaneous Prompting in the Teaching of Towel Folding Skills for Students with Intellectual Disabilities

Atbaşı

Pürsün

2020

WJE

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The aim of this research was to study the effectiveness of teaching with the simultaneous prompting in teaching students with intellectual disabilities attending the vocational education center and their ability to fold towels. Multiple baseline models with inter-subject probe stage, which is one of the single-subject research methods, has been used. The subjects of the research are three students, one female and two males, between the ages of 16-18. The dependent variable of the study was determined as the ability to fold the towel and the independent variable as the teaching with the simultaneous prompting using the physical prompt as a model + verbal prompt and error correction. In the study, inter-observer reliability and procedural reliability data were collected. Graphical analysis was used to determine the effectiveness of teaching with the simultaneous prompting. According to the findings obtained from the research, simultaneous prompting teaching is effective in teaching students with intellectual disabilities the ability to fold towels. It has been observed that the skill of folding towels into shapes continues to last two, three, and four weeks after the end of the education and that the subjects can generalize the skill in different types of towels.

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Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

Section: Discussion Conclusion and Suggestionsmentioning

confidence: 99%

The Effectiveness of Simultaneous Prompting in the Teaching of Towel Folding Skills for Students with Intellectual Disabilities

Atbaşı

Pürsün

2020

WJE

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“…Wright and Schuster (1994) established that sequence errors can be reduced if students are allowed to perform tasks in any order as long as the order is functional. Finally, constant time delay , least prompts (Wolery, Griffen, Ault, Gast, & Doyle, 1990), and simultaneous prompts (Schuster & Griffen, 1993) have been shown to be effective ways to teach chained home-management routines; but when time delay was compared to least prompts, time delay was more efficient (Wolery et al, 1990).…”

Section: Home Managementmentioning

confidence: 99%

Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research

Snell

1997

Behav. change

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This paper reviews the recent behavioural research on instruction of children and young adults with mental retardation in schools settings and community-based school programs. Instructional research in 12 skill areas (motor, self-care, communication, social skills, choice making, school behaviours, health and safety skills, home management, leisure skills, community use, vocational skills, and academics) meeting specified criteria on population (age and disability), location of instruction, functionality of skill, and research integrity was identified in 11 journals from 1990 through 1996. The pool of identified research is discussed by skill category and by intervention method, with critical comments made regarding strengths and weaknesses. Conclusions are drawn for practitioners and future researchers.

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“…1991). The few studies that combined time delay and cards with pictorial cues (Schuster & Griffen 1991, 1993; Griffen et al . 1992) are also reviewed.…”

Section: Introductionmentioning

confidence: 99%

Teaching Food Preparation Skills to People with Intellectual Disabilities: a Literature Overview

Lancioni

O’Reilly

2002

Research Intellect Disabil

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Background Food preparation skills are considered very relevant for people with intellectual disabilities. This paper reviewed research studies teaching these skills through the use of pictorial instructions or systematic prompting strategies. Methods Computerized and hard searches led to the identification of: 12 studies using pictorial instructions on cards; four studies using pictorial instructions through computers; seven studies using systematic prompting (time delay or prompted practice of incorrect task steps), and three studies combining time delay with cards. Results The overall training outcomes were quite encouraging. Maintenance and generalization data tended to be in line with the training outcomes. The findings for the different teaching approaches were analysed in relation to the characteristics of the participants, number and complexity of the tasks available, data collection strategies as well as relevant literature on intellectual disabilities. The suitability of the teaching approaches for different types of people and environments and some relevant issues for future research were also examined.

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Teaching a chained task with a simultaneous prompting procedure

Cited by 17 publications

References 9 publications

The Effectiveness of Simultaneous Prompting in the Teaching of Towel Folding Skills for Students with Intellectual Disabilities

The Effectiveness of Simultaneous Prompting in the Teaching of Towel Folding Skills for Students with Intellectual Disabilities

Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research

Teaching Food Preparation Skills to People with Intellectual Disabilities: a Literature Overview

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