Using simultaneous prompting to teach a chained vocational task to young adults with severe intellectual disabilities

We assessed the effectiveness of simultaneous prompting an instructional procedure which involves presenting the task direction and immediately providing the controlling prompt, when teaching 4 young adults with severe intellectual disabilities to open a locke, secured with a keyed lock. Daily probe sessions assessed the acquisition of the target behavior. A multiple probe design across subjects evaluated the effectiveness of the simultaneous prompting procedure. Results indicated the effectiveness of the procedure in teaching the targeted behavior. In addition, the Behavior generalized to other materials and over time.