Effectiveness of Simultaneous Prompting in Ensuring Independent Living Skills in Young People with Multiple Disabilities

被引：0

作者：

Okyar, Sumeyye ^{[1
]}

Aslan, Cem ^{[2
]}

机构：

[1] Harran Univ, Dept Special Educ, Div Visually Impaired Students Educ, F Blok Merkez, Sanliurfa, Turkiye

[2] Gazi Univ, Dept Special Educ, Div Visually Impaired Students Educ, Bosna Binasi 118, Ankara, Turkiye

来源：

JOURNAL OF BEHAVIORAL EDUCATION | 2025年

关键词：

Multiple disabilities; Independent living skills; Simultaneous prompting; Visual impairment; Special education; EXCHANGE COMMUNICATION-SYSTEM; INDOOR TRAVEL; STUDENTS; MODERATE; TEACH; ADULTS; CHILDREN; ORIENTATION; CHOICE; ADOLESCENTS;

D O I：

10.1007/s10864-025-09577-9

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This study aimed to determine the effectiveness of simultaneous prompting in ensuring independent living skills in young people with multiple disabilities. In the study, multiple probe design across behaviors, which is one of the single-subject designs, was used. The study was conducted with two subjects, a boy and a girl, aged 16-17, with multiple disabilities. The data regarding the effectiveness of simultaneous prompting were evaluated using graphical analysis. The study findings showed that simultaneous prompting effectively taught independent living skills to young people with multiple disabilities. Furthermore, the skills taught to the subjects were found to be permanent. The subjects could generalize the skills they learned to different people and tools.

引用

页数：22

共 61 条

[1]

afak P., 2012, Ar ve oklu yetersizlii olan ocuklarn eitimi Education of children with severe and multiple disabilities

[2]

Ali E., 2009, Effectiveness of combining tangible symbols with the picture exchange communication system to teach requesting skills to children with multiple disabilities including visual impairment

[3]

Ayres KM, 2011, EDUC TRAIN AUTISM DE, V46, P11

[4]

Bambara LM., 2014, Instruction of students with severe disabilities, P409

[5] The Use of Cell Phones to Address Safety Skills for Students With a Moderate ID in Community-Based Settings [J].