Abstract
This study examined the effectiveness of a simultaneous prompting procedure to teach receptive manual sign identification to adults with disabilities in a small group format. A multiple probe design across behaviors evaluated the acquisition of targeted signs by adults attending a day habilitation program. In addition, the investigator collected data on observational learning of nontargeted signs presented to group members. All participants learned to verbally label manual signs modeled by the instructor and showed an increase in the ability to label nontargeted signs.
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Palmer, T., Collins, B.C. & Schuster, J.W. The Use of a Simultaneous Prompting Procedure To Teach Receptive Manual Sign Identification to Adults with Disabilities. Journal of Developmental and Physical Disabilities 11, 179–191 (1999). https://doi.org/10.1023/A:1021851205489
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DOI: https://doi.org/10.1023/A:1021851205489