The Use of Simultaneous Prompting for Teaching Expressive Word Recognition to Preschool Children

Abstract

This study investigated the effectiveness of a simultaneous prompting procedure in teaching expressive word recognition to preschool children. Four children, two typically developing, one with a physical disability, and one with mild developmental delays, served as subjects. The effectiveness of a simultaneous prompting procedure was evaluated through the use of a multiple probe design. Results indicate that the procedure was effective for three of the four students. These students acquired the behaviors in a near-errorless fashion, with a mean of 1.3% training errors. These students maintained the target behaviors at high rates up to 6 weeks after training and generalized the responses across stimulus materials, with an overall mean of 91% accuracy.