Evidence-based review of experimental research examining the effectiveness of simultaneous prompting with students with autism

Based on the evidence of 20 peer-reviewed studies, conducted by Tekin-Iftar, Olcay-Gul, and Collins (2019), they concluded simultaneous prompting appeared to be an evidence-based practice which teaches skills to students with autism.
Simultaneous prompting includes probe trials, which can occur daily or every few days (Tekin-Iftar et al., 2019). In these trials, the teacher presents the targeted skills and waits to see if the student responds. Wrong answers during the probe trials are generally ignored.
Simultaneous prompting includes instructional trials, which can be presented daily (Tekin-Iftar et al., 2019). The targeted skill is presented, and the directions or answers are immediately presented. This prevents the learner from answering incorrectly. 
Probe and instructional trials are conducted until the student's goals are met.
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Abstract/Description: Based on the evidence of 20 peer-reviewed studies, conducted by Tekin-Iftar, Olcay-Gul, and Collins (2019), they concluded simultaneous prompting appeared to be an evidence-based practice which teaches skills to students with autism. Simultaneous prompting includes probe trials, which can occur daily or every few days (Tekin-Iftar et al., 2019). In these trials, the teacher presents the targeted skills and waits to see if the student responds. Wrong answers during the probe trials are generally ignored. Simultaneous prompting includes instructional trials, which can be presented daily (Tekin-Iftar et al., 2019). The targeted skill is presented, and the directions or answers are immediately presented. This prevents the learner from answering incorrectly. Probe and instructional trials are conducted until the student's goals are met.
Subject(s): Undergraduate Research
Simultaneous prompting
Autism