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Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure

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Abstract

The purpose of this study was to examine the effectiveness of the simultaneous prompting procedure in teaching paragraph composition to 4, 5th grade students identified with emotional behavioral disorder (EBD) and attention-deficit hyperactivity disorder (ADHD). The instructor taught students how to construct and proofread a 5-sentence paragraph using the simultaneous prompting procedure with embedded non-targeted information related to the writing process. A multiple probe design across participants assessed effectiveness of the procedure. Results indicated that all students learned to compose a paragraph, acquired the non-targeted information, maintained the skills up to 6 weeks later, and generalized the skills to other writing tasks.

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Authors and Affiliations

  1. Department of Special Education and Rehabilitation Counseling, University of Kentucky, Lexington, KY, 40506, USA

    Tina Marlene Hudson, Kim Hinkson-Lee & Belva Collins

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  1. Tina Marlene Hudson
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  2. Kim Hinkson-Lee
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  3. Belva Collins
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Correspondence to Tina Marlene Hudson.

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Hudson, T.M., Hinkson-Lee, K. & Collins, B. Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure. J Behav Educ 22, 139–156 (2013). https://doi.org/10.1007/s10864-012-9167-8

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