Simultaneous prompting data should separate teaching trials from independent probes. Report teaching opportunities due and delivered, correct prompted responses, prompt errors, independent probe responses, invalid trials, access failures, withdrawals, mastery, maintenance, generalization, staff integrity, and client report. Pair every percentage with raw counts and a time window. A combined accuracy score hides whether performance occurred after a prompt or under the target cue alone.
Structure simultaneous prompting data
Version the target, cue, controlling prompt, response window, consequence, teaching dose, probe schedule, mastery rule, and exclusions. Record actual sequence and timing when the delivered trial differs from the written procedure.
Use separate denominators
Teaching integrity is correctly delivered teaching trials divided by teaching trials due. Prompted correctness uses delivered teaching trials. Independent learning uses correct unprompted probe responses divided by valid probes due. System readiness uses sessions with required access supports ready divided by sessions due.
Follow the evidence structure
The telehealth study reports daily probes and instruction separately. The procedure comparison distinguishes full probes, daily probes, teaching responses, instructor fidelity, maintenance, and participant preference.
Use measurement scope
The BACB outline covers measurement, integrity, graphing, and interpretation. The Ethics Code addresses documentation and evaluation. ASHA supports communication-access measures that remain separate from client learning.
A practical example
Lena has 20 teaching trials due; 18 are delivered correctly, and 16 produce the prompted response. Six probes are due; one is invalid because materials are missing, and Lena answers 3/5 valid probes independently. Report 18/20 integrity, 16/18 prompted correctness, and 3/5 independent performance.
Questions families can use
Which numbers come from teaching? Which come from probes? Are missed opportunities retained? Were prompts delivered correctly? Was AAC or another support ready? Does mastery rely only on independent evidence?
Sources
- Behavior Analyst Certification Board, BCBA Test Content Outline, 6th edition
- Mengi and colleagues, Simultaneous Prompting Delivered by Telehealth to Teach Young Children with Autism
- Leaf and colleagues, Comparison of Simultaneous Prompting and No-No Prompting in Two-Choice Discrimination Learning with Children with Autism
- Reichow and Wolery, Comparison of Everyday and Every-Fourth-Day Probe Sessions with the Simultaneous Prompting Procedure
- Akmanoglu and colleagues, Comparison of Simultaneous Prompting and Constant Time Delay Procedures in Teaching Children with Autism
- Tekin-Iftar and Olcay-Gul, Increasing Instructional Efficiency When Using Simultaneous Prompting Procedure in Teaching Academic Skills to Students with Autism Spectrum Disorders
- Behavior Analyst Certification Board, Ethics Code for Behavior Analysts
- American Speech-Language-Hearing Association, Augmentative and Alternative Communication
Finni resources
