This manuscript presents an examination of 15 experimental studies that investigated the use of the simultaneous prompting procedure to teach math content to students with disabilities, which were reported to be a mild or moderate intellectual disability, autism, or hearing impairment. A nearly equal number of elementary, middle, and high school participants were involved in the investigations, which were conducted in general and special education classrooms, participants’ homes, clinics, and university-based research centers. A single subject research design was used in each study, and both discrete and chained math skills were targeted. A visual analysis of the results, based on percentage of non-overlapping data, indicates variable support for the effectiveness of the procedure with all 35 of the participants. Likewise, in the studies that reported maintenance and generalization data, the results were variable. Altogether, this descriptive report serves as a preliminary examination to guide the work of teachers and researchers.
Citation: Morse T.E. (2023) A Preliminary Examination of the use of Simultaneous Prompting to Teach Math Content to Students with Disabilities, International Journal of Education, Learning and Development, Vol. 11, No.1, pp.13-32
Keywords: Autism, Intellectual Disabilities, Single-subject research, hearing impairment, math, simultaneous prompting
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