Abstract
Researchers have investigated the simultaneous prompting (SP) procedure across three decades; however, no meta-analysis has been conducted. In the present systematic review, we conducted both a descriptive and meta-analysis of SP studies from a seminal publication of an SP study through 2017. Our search resulted in 20 studies published in English in internationally disseminated peer-reviewed journals that used single-case methodology and also met criteria for methodological rigor. To analyze effect sizes, we used percentage of non-overlapping points and Tau- U, with both revealing highly consistent results. We concluded that there is a substantial body of evidence to support the SP procedure to teach a variety of skills to individuals with disabilities when consistent parameters of the procedure are employed; however, future research is needed to specifically validate the procedure as effective in regard to specific types of disability (e.g., autism spectrum disorder) and specific types of tasks.
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