The Effectiveness of Simultaneous Prompting Teaching Procedure on Teaching Coins to Students with Intellectual Disabilities by a Peer with Intellectual Disabilities

In this study, effectiveness of simultaneous prompting teaching procedure on teaching coins (1 Turkish Liras and, 50 coins, 25 coins, 10coins, 5 coins) to students with intellectual disabilities by a peer with intellectual disabilities was investigated. Multiple probe models with probe condition across subjects which is one of the single subject research designs, was used for this research 3 peer tutees with intellectual disabilities who are between the ages of 12 and 13 and 1 peer tutor with mild intellectual disabilities at the age of 16 attended to this study. Dependent variable of the study is the skills which is students with intellectual disabilities telling or pointing coins when coins are shown or asked. Independent variable is an intellectual disability peer delivered simultaneous prompting method. At the end of the study (1) mild intellectual peer tutor applied peer delivered simultaneous prompting method reliably for instructing coins their tutees with intellectual disabilities (2) using peer delivered simultaneous prompting method is effective in teaching (telling or pointing) coins for students with intellectual disabilities, (3) the students have protected gained skills five days, seven days and ten days after the end of intervention (4) the students can generalize telling or pointing coins to different teachers and mothers were found. In this research social validity findings showed that all of the special education teachers gave positive feedbacks for the study.