Comparison of Simultaneous Prompting with Continuous Probe Sessions and Intermittent Probe Sessions

Ozkan Ş., Gursel O.

EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, vol.11, no.45, pp.69-88, 2011 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 45
  • Publication Date: 2011
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.69-88
  • Keywords: Safety skills, product warning label, simultaneous prompting, continuous probing schedule, intermittent probing schedule, instructive feedback, MENTAL-RETARDATION, DEVELOPMENTAL-DISABILITIES, INSTRUCTIVE FEEDBACK, SCHOOL-STUDENTS, CHILDREN, AUTISM, INDIVIDUALS, ACQUISITION, MODERATE, SKILLS
  • Eskisehir Osmangazi University Affiliated: No


Problem Statement: One of the effective instructional procedures for students with intellectual disabilities is simultaneous prompting (SP). In SP, there is high percentage of daily probe errors that occur and students are not able to respond independently during the training sessions, so probe trials are necessary to assess the transfer of stimulus control however, these probe trials require additional time. In order to decrease the error rate and the amount of the training time, probe trials may be carried out prior to every third or fourth training session rather than every session.