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Abstract
In this study researchers examined a teacher’s use of simultaneous prompting (SP) procedure in a fourth- grade special education classroom setting. Using an ABAB single subject design, the effects of a SP procedure on an increased rate of delivering questions with a small group of students identified with emotional behavior disorders were examined. Results indicated that when the teacher increased the rates of opportunities to respond (OTR), the students’ on-task behavior, rate of correct responses increased, and number of errors decreased. A discussion of limitations and future research directions is included.
Additional information
Notes on contributors
Todd Haydon
Todd Haydon is a professor at the University of Cincinnati. His current research interests are effective teaching practices, students with behavioral disorders, and mental health supports for students with Autism
Shobana Musti-Rao
Shobana Musti-Rao is an associate professor at Pace University. Her current research interests are literacy supports, and instructional strategies that encourage active engagement, within positive behavior intervention supports.
Alana M. Kennedy
Alana M. Kennedy is a doctoral student in the Special Education program at the University of Cincinnati. Her research interests include the student-teacher relationship and school-based supports for students with EBD.
Cara Dillon
Cara L. Dillon is a doctoral student studying school psychology at the University of Cincinnati. Her current research interests are intervention fidelity supports, multi-tiered systems of support in early education, and behavioral parent training.