Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting

Abstract

Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of technology to publish) and chained tasks (i.e., linear equation, Punnett square, or Internet research) from a peer tutor and paraprofessionals. Using a multiple probe across participants design, results showed students reached criterion in two to eight sessions and maintained the skills for one month following intervention. Generalization was also at higher levels than in the baseline condition. In addition, general education students who attended class with the participants expressed positive comments based on the intervention.