Journal of Behavioral Education

, Volume 10, Issue 1, pp 3–19

Simultaneous Prompting and Instructive Feedback When Teaching Chained Tasks

  • Kathy A. Parrott
  • John W. Schuster
  • Belva C. Collins
  • Linda J. Gassaway
Article

DOI: 10.1023/A:1016639721684

Cite this article as:
Parrott, K.A., Schuster, J.W., Collins, B.C. et al. Journal of Behavioral Education (2000) 10: 3. doi:10.1023/A:1016639721684

Abstract

This study evaluated the effectiveness of the simultaneous prompting procedure when teaching students with moderate to severe mental retardation a chained task (i.e., hand washing). This study also evaluated if students could acquire responses to instructive feedback stimuli presented during training sessions. The effectiveness of these procedures was assessed by using a multiple probe across students design. Acquisition, maintenance, and generalization data were collected and analyzed. Results indicated that the simultaneous prompting procedure was effective in teaching 3 of the 5 students to follow a 16-step task analysis to wash their hands. All students who met criterion maintained and generalized the skills with 100% accuracy. All students acquired some of the instructive feedback stimuli. Future research issues are discussed.

simultaneous prompting hand washing self-help skills 

Copyright information

© Human Sciences Press, Inc. 2000

Authors and Affiliations

  • Kathy A. Parrott
    • 1
  • John W. Schuster
    • 2
  • Belva C. Collins
    • 3
  • Linda J. Gassaway
    • 4
  1. 1.Jessamine County SchoolsNicholasville
  2. 2.Department of Special Education and Rehabilitation CounselingUniversity of KentuckyLexington
  3. 3.Department of Special Education and Rehabilitation CounselingUniversity of KentuckyLexingtonKentucky
  4. 4.Department of Special Education and Rehabilitation CounselingUniversity of KentuckyLexingtonKentucky

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