Özet:

In this study, a multiple probe design across behaviors was used to examine the effectiveness of simultaneous prompting procedure on teaching addition and subtraction operation. At the same time, the generalization effect of the simultaneous prompting procedure (between materials, between environments, and between persons in the same session) was examined. The follow up effect was also examined in weeks 1, 2, and 4. This study was conducted at İZEV (İstanbul Foundation for the Mentally Handicapped), a Special Education and Rehabilitation Center which is the Foundation for Mentally Handicapped in Istanbul. The subject was a 9 year old girl who had mild mental retardation and was receiving individual education at the center. In order to examine the effectiveness of the simultaneous prompting procedure on teaching addition and subtraction operations, collective examination, daily examination, instruction, follow up, and generalization sessions were conducted. All sessions were held individually with the student. In this study, interobserver reliability and procedural reliability data were collected. Also, to determine the effectiveness of simultaneous prompting procedure, graphical analysis was done. The results demonstrate that there is a significant effect of simultaneous prompting procedure on teaching addition and subtraction. Moreover, after the instruction was over, 1st week, 2nd and 4th week follow up data were collected, and the results showed that the student still maintained learned skills. Furthermore, the instruction was effective on the generalization of the learned skills to different instruments, environments, and people.  

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