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Published literature pertaining to the simultaneous prompting teaching procedure is reviewed. Purposes of this review are to (a) present an initial analysis of effectiveness of this emerging response prompting procedure, (b) discuss work that has been conducted to date, and (c) provide directions for future research. Data from all published investigations (18 articles) in which effectiveness of this procedure was reported are included in this review. Demographic, procedural, and outcome variables are summarized and examined. Simultaneous prompting was reported to be an effective teaching procedure in each investigation. Individuals with and without disabilities have been taught discrete and chained tasks with the procedure. Participants in investigations have included preschool, elementary, middle school, and high school students, as well as adults. High rates of procedural and dependent variable reliability data were reported across investigations. Additionally, positive measures of maintenance and generalization were reported in most investigations.
Morse et al. (Tue,) studied this question.