This paper presents information from a comprehensive review of 28 experimental studies that investigated the effectiveness and efficiency of the simultaneous prompting procedure with individuals with autism. Twenty of the 25 variables examined across the 28 studies are reported on in this paper. The results reported across the studies indicated that the procedure was effective with all but one of the 71 participants with autism who were included in the investigations. A particular emphasis of this comprehensive review was information about the variants involved in the use of simultaneous prompting. An analysis of this information resulted in the identification of seven guidelines for teachers' use of simultaneous prompting with students with autism, which are presented at the end of this paper.
The author thanks Michelle Huff for her contributions to this article, which consisted of a visual analysis of the data reported in the studies included in this review and proofreading a draft of this manuscript.
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