Using simultaneous prompting to teach sounds and blending skills to students with moderate intellectual disabilities

Waugh, Rebecca E.; Fredrick, Laura D.; Alberto, Paul A.

doi:10.1016/j.ridd.2009.07.004

Cited by 25 publications

(30 citation statements)

References 18 publications

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“…Although sight word teaching is efficient (Burns, 2007;Coleman et al, 2012;Waugh et al, 2011), decoding strategies have also proven effective in children with mild intellectual disabilities (Riepl et al, 2008) or students with moderate intellectual disability (Bradford et al, 2006;Peterson et al, 2008;Waugh et al, 2009). Phonics-based instruction can be presented efficiently in children's early school careers (Riepl et al, 2008) or even to adolescents who have experienced previous failure (Peterson et al, 2008).…”

Section: Reading and Literacymentioning

confidence: 99%

“…Methods such as drill models with increased repetition (Burns, 2007), the technology-based Literacy by Design approach for children (Coyne et al, 2012), teacher-directed and computer-assisted constant time delay (Coleman et al, 2012), and simultaneous prompting for teaching letter-sound correspondences and blending skills (Waugh et al, 2009(Waugh et al, , 2011 were effective. Staples and Edmister (2012) strongly recommended using process and social interaction models in writing activities as an approach in which the process of collaboration is as relevant as the product.…”

Section: Reading and Literacymentioning

confidence: 99%

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Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

Räty

Kontu

Pirttimaa

2016

JEL

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The purpose of this qualitative study was to produce an overview of topics and practical recommendations that have been presented for teaching for students with intellectual disabilities in educational research articles published from 2000 to 2013. The sample of peer-reviewed research articles considering this topic was selected using a database search of the Educational Resources Information Center (ERIC). To represent the richness of this research area, the topic was purposely left broad, and the outline was made by focusing on the practical implications of research articles. These recommendations were identified, classified, synthesized, and evaluated. The implications for practice and research are presented based on the findings of this study.

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Section: Reading and Literacymentioning

confidence: 99%

Section: Reading and Literacymentioning

confidence: 99%

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

Räty

Kontu

Pirttimaa

2016

JEL

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“…The procedure has been employed in 19 studies with a total of 48 participants with 12 13 moderate intellectual disabilities (MoID) (Alberto et al, in press;Batu, 2008;Birkan, 2005;Dogan & Tekin-Iftar, 2002;Fickel et al, 1992;Gursel et al, 2006;Maciag et al, 2000;Parker & Schuster, 2002;Parrott et al, 2000;Rao & Mallow, 2009;Riesen et al, 2003;Schuster & Griffen, 1993;Schuster et al, 1992;Singleton et al, 1995;Singleton et al, 1999;Tekin & Kircaali-Iftar;Tekin-Iftar, 2008;Waugh et al, 2009). The procedure also has been employed in 12 studies with a total of 21 participants with mild intellectual disabilities (MID) (Birkan, 2005;Dogan & Tekin-Iftar, 2002;Fickel et al, 1992;Gursel et al, 2006;Johnson et al, 1996;Palmer et al,1999;Parker & Schuster, 2002;Rao & Kane, 2009;Rao & Mallow, 2009;Riesen et al, 2003;Tekin & Kircaali-Iftar, 2002;Tekin-Iftar et al, 2003), 6 studies with a total of 17 participants with autism (Akmanoglu & Batu, 2004;Akmanoglu-Uludag & Batu, 2005;Colozzi et al, 2008;Riesen et al, 2003;Tekin-Iftar, 2008), 5 studies with a total of 10 participants with typical development (Fickel et al, 1992;…”

Section: Demographic Variablesmentioning

confidence: 99%

“…While this procedure predominately has been implemented by classroom teachers Gursel et al, 2008;Waugh et al, 2009), it also has been implemented by paraprofessionals (Colozzi et al, 2008;Riesen et al, 2003), parents (Tekin-Iftar, 2008), caregivers (Batu, 2008), sibling tutors (Tekin & Kircaali-Iftar, 2002), and peer tutors (Tekin-Iftar, 2003). Simultaneous prompting is executed with a high level of procedural fidelity, ranging from 84 -100% across all implementers.…”

Section: Demographic Variablesmentioning

confidence: 99%

“…Skills taught using simultaneous prompting include literacy skills (Birkan, 2005;Johnson, et al, 1996;Parker & Schuster, 2002;Reichow & Wolery, 2009;Riesen et al, 2003;Schuster et al, 1992;Singleton et al, 1995;Singleton et al, 1999;Tekin-Iftar, 2003;Waugh et al, 2009), math skills (Akmanoglu & Batu, 2004;Birkan, 2005;Fickel et al, 1998;Gursel et al, 2006;Rao & Kane, 2009;Rao & Mallow, 2009), communication skills (Akmanoglu-Uludag & Batu, 2005;Dogan & Tekin-Iftar, 2002;Fickel et al, 1998;Tekin & Kircaali-Iftar, 2002;Tekin-Iftar et al, 2003;Tekin-Iftar, 2008;Wolery et al, 1993), daily living skills (Batu, 2008;Fetko et al, 1999;Parrott et al, 2000;Schuster & Griffen, 1993;Tekin-Iftar, 2008), leisure skills (Colozzi et al, 2008;, and vocational skills (Maciag et al, 2000).…”

Section: Targeted Skillsmentioning

confidence: 99%

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Effects of error correction during assessment probes on the acquisition of sight words for students with moderate intellectual disabilities

Waugh¹,

Alberto²,

Fredrick³

2011

Research in Developmental Disabilities

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in press) Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities. Simultaneous prompting is an errorless learning strategy designed to reduce the number of errors students make; however, research has shown a disparity in the number of errors students make during instructional versus probe trials. This study directly examined the effects of error correction versus no error correction during probe trials on the effectiveness and efficiency of simultaneous prompting on the acquisition of sight words by three middle school students with moderate intellectual disabilities. A singlecase adapted alternating treatments design (Sindelar, Rosenberg, & Wilson, 1985) was employed to examine the effects of error correction during probe trials in order to reduce error rates. A functional relation was established for two of the three students for the use of error correction during probe sessions to reduce error rates. Error correction during assessment probes required fewer sessions to criterion, resulted in fewer probe errors, resulted in a higher percentage of correct responding on the next subsequent trial, and required less total probe time. For two of the three students, probes with error correction resulted in a more rapid acquisition rate requiring fewer sessions to criterion.

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Using varied technological agents‐assisted simultaneous prompting for teaching discrete skills to children with developmental disabilities

Kirsal,

Kahveci

2024

Intl J of Devlp Neuroscience

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This study examines the effectiveness of combining simultaneous prompting method with small group teaching through computer projection, SMART board, tablet computer and humanoid robot to teach discrete skills to children with developmental disabilities (CDD). The study included 14 CDD aged 10–15. It utilizes a multiple probe design across behaviors and probe conditions and replicates them across subjects. Each participant is taught discrete skills within a small group teaching arrangement. The study includes daily probes, full probes, teaching sessions, generalization, and follow‐up sessions. It also collects interobserver reliability and application reliability data. Graphical analysis demonstrates the effectiveness of computer‐based simultaneous prompting incorporating different technologies in a small group teaching setting. Additionally, we examined differences in children's responses to different technological agents in teaching discrete skills to children with developmental disabilities. The study provided preliminary data on which of these agents is best. The results demonstrate its effectiveness by showing that participants maintained the learned behaviors and applied them to a variety of tools, equipment, and individuals in the first, third, and fourth weeks after the intervention. Additionally, the study highlights the subjects' high accuracy in acquiring behavior through observational learning. Finally, simple humanoid robots, tablets, smart SMART boards, and computer projections have been effective in teaching discrete skills to CDD, respectively.

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Using simultaneous prompting to teach sounds and blending skills to students with moderate intellectual disabilities

Cited by 25 publications

References 18 publications

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

Effects of error correction during assessment probes on the acquisition of sight words for students with moderate intellectual disabilities

Using varied technological agents‐assisted simultaneous prompting for teaching discrete skills to children with developmental disabilities

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