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Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome

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Abstract

Simultaneous prompting procedures are infrequently published in the behavior analytic literature yet represent a potential method for promoting nearly errorless learning. No research on simultaneous prompting has targeted early skill repertoires for young children with developmental disabilities. The current study compared simultaneous prompting and constant prompt delay procedures on the acquisition of simple listener responses for a 4-year-old male with Down syndrome. Simultaneous prompting produced responding at mastery levels in less than one third of the total sessions required in the prompt delay condition and substantially fewer errors.

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Funding

This study was not funded.

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Authors and Affiliations

  1. Department of Psychology, University of North Carolina Wilmington, Wilmington, NC, 28403, USA

    Tom Cariveau & Alexandria Brown

Authors
  1. Tom Cariveau
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  2. Alexandria Brown
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Correspondence to Tom Cariveau.

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The authors declare that they have no conflict of interest.

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This study was approved by an Institutional Review Board.

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All participants provided consent before participating in the current study.

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The authors wish to thank Katelyn Hunt, Elizabeth Garcia, Jessica Sullivan, and Elizabeth Thuman for their assistance with various aspects of the study.

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Cariveau, T., Brown, A. Simultaneous Prompting to Teach Initial Listener Responses to a Child with Down Syndrome. Behav Analysis Practice 16, 623–628 (2023). https://doi.org/10.1007/s40617-022-00758-w

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  • DOI: https://doi.org/10.1007/s40617-022-00758-w

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