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The effect of using simultaneous prompting to teach opposite concepts to intellectually disabled

Author(s): Hale Dere Çiftçi

Journal: International Journal of Human Sciences
ISSN 1303-5134

Volume: 10;
Issue: 2;
Start page: 481;
Date: 2013;
Original page

Keywords: Children with intellectual disability | opposite concepts | simultaneous prompting | concept training

This study explores the effectiveness of using simultaneous prompting to teach opposite concepts to children with intellectual disabilities. Participants were three 6, 8 and 10 year-old children at a development level of 37-48 months, one with mild and two with severe intellectual disabilities. The study used one of the single subject research designs which is multiple probe design with probe sessions. Data were collected by using a personal information form, the “Gazi Early Childhood Development Evaluation Tool (GECDET)”, and “Forms for Evaluating the Concepts of Big and Small”. The results showed that simultaneous prompting was effective in teaching the concepts of big and small to intellectually disabled children.
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