The effect of simultaneous prompting on teacher OTRs and student behavior. Issue 1 (2nd November 2020)

• Record Type: Journal Article
• Authors: Haydon, Todd; Musti-Rao, Shobana; Kennedy, Alana M.; Dillon, Cara
• Is Part Of: Preventing school failure. Volume 65:Issue 1(2021)
• Page Start: 89
• Page End: 96
• Publication Date: 2020-11-02
• Subjects: Correct responding -- individual responding -- on-task behavior -- opportunities to respond -- stimulus prompting; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2020.1837060
• Languages: English
• ISSNs: 1045-988X

Abstract

Abstract: In this study researchers examined a teacher's use of simultaneous prompting (SP) procedure in a fourth- grade special education classroom setting. Using an ABAB single subject design, the effects of a SP procedure on an increased rate of delivering questions with a small group of students identified with emotional behavior disorders were examined. Results indicated that when the teacher increased the rates of opportunities to respond (OTR), the students' on-task behavior, rate of correct responses increased, and number of errors decreased. A discussion of limitations and future research directions is included.