Researchers have investigated the simultaneous prompting (SP) procedure across three decades; however, no meta-analysis has been conducted. In the present systematic review, we conducted both a descriptive and meta-analysis of SP studies from a seminal publication of an SP study through 2017. Our search resulted in 20 studies published in English in internationally disseminated peer-reviewed journals that used single-case methodology and also met criteria for methodological rigor. To analyze effect sizes, we used percentage of non-overlapping points and Tau- U, with both revealing highly consistent results. We concluded that there is a substantial body of evidence to support the SP procedure to teach a variety of skills to individuals with disabilities when consistent parameters of the procedure are employed; however, future research is needed to specifically validate the procedure as effective in regard to specific types of disability (e.g., autism spectrum disorder) and specific types of tasks.

The researchers in this study used a multiple baseline design across dyads to examine the effects of professional development with coaching to train general education teachers to use a simultaneous prompting procedure when teaching academic core content to students with autism and the effects of the procedure on the students’ outcomes. Three teacher–student dyads participated in the study. Results showed that (a) teachers acquired the ability to use the simultaneous prompting procedure with 100% accuracy, maintained the acquired teaching behaviors over time, and generalized them in teaching new academic content to their students; and (b) students acquired the targeted academic content, maintained it over time, and generalized it across different persons and settings. In addition, the students acquired instructive feedback stimuli added to instruction and maintained these over time as well. Last, both the opinions of the teachers and students about the social validity of the study were positive. Future research is needed to support these findings.

Participation of a new member to the family has some positive and negative effects for the family. At the same time, the new member with developmental disabilities leads to an increase in these negative effects and an increase in the responsibilities of the parents. Over time, these responsibilities expected from parents can cause a burden on parent). It is that also called parental burnout and involves cognitive, emotional and physical fatigue in parents of children with developmental disabilities. The aim of this study is to determine the psychometric properties of the "Parents Burnout Scale" developed by Kaner (2007) over parents of children with Autism Spectrum Disorder (ASD). For this purpose, research is designed with descriptive research design. Participants of study were the parents of the 237 children with ASD. Validity and reability analyzes of the data collected from the participants were carried out and it was seen that the Parents Burnout Scale was a valid and reliable tool in determining the burnout level of the parents of children with ASD.