Using Simultaneous Prompting to Teach Expressive Object Identification to Preschoolers with Developmental Delays

Abstract

The present study evaluated whether or not the use of a simultaneous prompting procedure would result in an increase in the percentage of correct object naming behaviors when 3 preschool students with developmental delays were taught expressive object identification. Effectiveness of the procedure was assessed using a multiple probe design across behaviors and replicated across students. Results indicated that the procedure was effective in training expressive object identification to all subjects. Data indicated that, across all students, the acquired items maintained up to 3 weeks and generalized across persons and materials at high rates. No errors occurred during training sessions. An overall error percentage across all students and objects during daily probe sessions was approximately 4.0%. Future research issues are discussed.