Using Peer-Delivered Simultaneous Prompting to Teach Health Content to Students with Moderate Intellectual Disability

Abstract

We used a multiple probe across participants design to assess the effects of a peer-delivered simultaneous prompting procedure on the health content learning of three high school students with moderate intellectual disability. One student without a disability served as the peer tutor to deliver the simultaneous prompting procedure during a physical education class. The participants’ special education teacher collected daily probe data to determine the effects of the intervention on targeted (i.e., importance of aerobic exercise) and nontargeted (i.e., examples of aerobic exercise) information. Results of the study showed that all three students with moderate intellectual disability improved both targeted and nontargeted content learning.