We compared the effects of simultaneous prompting and constant time delay in teaching two solitaire card games to five high school students with moderate intellectual disability. An adapted alternating treatments within a multiple probe design was used to evaluate the effectiveness and efficiency of the procedures. Both procedures were effective with four of five students, while simultaneous prompting alone was effective with the remaining student. Simultaneous prompting was more efficient in sessions through criterion for three of four students, and constant time delay required fewer sessions for one student. Simultaneous prompting produced a lower percentage of training errors, and constant time delay produced a lower percentage of probe errors. Independent and dependent variable reliability, maintenance, and generalization measures showed no substantial differences.
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