Simultaneous Prompting to Teach Intraverbal Synonyms to Struggling Readers.
Delanie F Platt, Tom Cariveau, Alexandria Brown, Paige Ellington, Camille Bayer, James D Stocker
Author Information
Delanie F Platt: Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
Tom Cariveau: Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA. ORCID
Alexandria Brown: Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
Paige Ellington: Department of Psychology, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
Camille Bayer: Department of Early Childhood, Elementary, Middle, Literacy and Special Education, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
James D Stocker: Department of Early Childhood, Elementary, Middle, Literacy and Special Education, University of North Carolina Wilmington, Wilmington, NC 28403 USA.
In simultaneous prompting procedures, an immediate (i.e., 0-s) prompt is presented during all training trials, and transfer to the target discriminative condition is assessed during daily probes. Previous research suggests that simultaneous prompting procedures are efficacious and may produce acquisition in fewer errors to mastery when compared to prompt delay procedures. To date, only a single study on simultaneous prompting has included intraverbal targets. The current study evaluated the efficacy of a simultaneous prompting procedure on the acquisition of intraverbal synonyms for six children at risk for reading failure. Simultaneous prompting alone produced responding at mastery levels in seven of the 12 evaluations. Antecedent-based procedural modifications were effective in four of the five remaining evaluations. Errors were generally low for all but one participant. The current findings support the use of simultaneous prompting procedures when targeting intraverbals for young children exhibiting reading deficits.
