Akademik Veri Yönetim Sistemi
ANKARA UNIVERSITESI EGITIM BILIMLERI FAKULTESI OZEL EGITIM DERGISI-ANKARA UNIVERSITY FACULTY OF EDUCATIONAL SCIENCES JOURNAL OF SPECIAL EDUCATION, cilt.7, sa.2, ss.29-48, 2006 (ESCI)
Generalization and maintenance effects of simultaneous prompting were investigated in the study as well. Multiple probe design with probe conditions across subjects was used to assess the effects of SP on teaching the target skill. Four students (two male, two female) participated in the study as subjects. The subjects (ages 14-17) of the study attended to a vocational education centre for students with mental retardation. There were probe (full and daily probe), instruction, maintenance, and generalization sessions in the study. A single opportunity format was used to determine the performance level of the subjects during baseline. All of the sessions were conducted individually and total task format was used for instruction. Both dependent reliability and independent reliability data were collected. Graphical analysis was used to determine the effectiveness of simultaneous prompting procedure. The findings of this study showed evidence prompting was effective on teaching copying skill to students with mental retardation. It is also an evident for showing that simultaneous prompting was effective on maintaining the acquired skill over 2, 4, and 5 weeks after training. Simultaneous prompting was effective on generalizing the acquired skill with two subjects with 100% accuracy and with two subjects with 50% accuracy.