Effects of Using Simultaneous Prompting and Computer-Assisted Instruction During Small Group Instruction

Ozen A., ERGENEKON Y., Ulke-Kurkcuoglu B.

Journal of Early Intervention, vol.39, no.3, pp.236-252, 2017 (SSCI) identifier

  • Publication Type: Article / Article
  • Volume: 39 Issue: 3
  • Publication Date: 2017
  • Doi Number: 10.1177/1053815117708998
  • Journal Name: Journal of Early Intervention
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.236-252
  • Keywords: computer-assisted instruction, developmental disabilities, simultaneous prompting, small group instruction
  • Istanbul Kültür University Affiliated: No

Abstract

The current study investigated the relation between simultaneous prompting (SP), computer-assisted instruction (CAI), and the receptive identification of target pictures (presented on laptop computer) for four preschool students with developmental disabilities. The students’ acquisition of nontarget information through observational learning also was examined. A multiple probe design across target skills was used to evaluate the intervention. The students learned to receptively identify pictures of household items when SP and CAI were used together in small group instructional sessions. In addition, students maintained and generalized behaviors across adult implementers. Furthermore, students learned nontarget information. Finally, the social validity of the intervention was assessed by graduate students and all viewed the procedures positively.