Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation |
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Authors: | John W. Schuster Ed.D. Ann K. Griffen B.S. Mark Wolery Ph.D. |
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Affiliation: | (1) Department of Special Education, University of Kentucky, 229 Taylor Building, 40506-0001 Lexington, KY;(2) Fayette County Board of Education, Lexington, Kentucky;(3) Allegheny Singer Research Institute, Pittsburgh, Pennsylvania |
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Abstract: | Simultaneous prompting (a type of antecedent prompt and test procedure) and constant time delay were compared with four students with moderate mental retardation learning expressive sight words. A parallel treatments design across word sets and replicated across students was used. For acquisition, the simultaneous prompting procedures required fewer trials, sessions, and training time to criterion and resulted in fewer student errors during daily probe and training sessions. However, maintenance data indicated mixed results across the two procedures. Reliability data (both dependent and independent variables) revealed no differences between the two procedures in terms of the teacher's accuracy in recording student responses and implementing each procedure. Future research issues are discussed. |
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Keywords: | instructional methodology mental retardation sight words time delay simultaneous prompting |
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