This study examined and compared the effectiveness of a simultaneous prompting procedure used in both 1:1 and small group instruction to teach pretend play skills to a group of preschool students, three having a diagnosis of pervasive developmental disorder and one having a diagnosis of severe developmental disabilities. The study also assessed acquisition of instructive feedback and observational learning stimuli. A multiple probe design across responses and replicated across students and the two instruction formats assessed and compared effectiveness of the simultaneous prompting procedure. Data indicates that simultaneous prompting procedure resulted in acquisition, maintenance, and some generalization of the target skills and instructive feedback stimuli in both instruction formats with minimal differences. The group format allowed the opportunity for observational learning to occur and data on observational learning accuracy and generalization are reported.
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