Using Simultaneous Prompting Within an Activity-Based Format to Teach Dressing Skills to Preschoolers With Developmental Delays

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Abstract
A multiple probe across skills single subject research design was used to evaluate the effectiveness of a simultaneous prompting procedure with a physical guidance controlling prompt to teach three dressing skills each to two preschoolers with disabilities. The format was activity-based in that both probe and instructional trials were embedded within activities that occurred throughout the day when dressing would be a natural activity (e.g., putting on a jacket to go outside to play) in the preschool setting. Both students maintained the skills with 90% accuracy up to 6 weeks following acquisition.