General education teacher preparation in core academic content teaching for students with developmental disabilities

Kiyak et al. (2022) trained four middle-school general-education teachers to use simultaneous prompting plus self-monitoring.

The teachers had no ABA background. They learned to give the prompt right after the question and to mark each trial on a simple checklist.

Researchers used a multiple-baseline design across teachers. They measured teacher accuracy and student learning in real science and social-studies lessons.

Every teacher hit a large share fidelity after only one training session. They kept the score at a large share for the rest of the study.

Their students with developmental delays mastered the academic facts. The kids still had the skills two weeks later and used them in new classrooms.

Al-Nasser et al. (2019) also got novices to near-perfect fidelity, but they used a picture-rich self-instruction packet instead of live training. Both studies show you can skip long workshops if the job aid is clear.

O’Neill et al. (2022) compared prompt delays and found progressive delays cut errors. Kiyak used zero-delay (simultaneous) prompts and still saw fast mastery. The difference is the self-monitoring sheet; it kept teachers exact, so errors never had a chance to build.

Mansell et al. (2002) added a 5-second delay before the correct picture to sharpen visual discrimination. Kiyak kept the prompt immediate to support brand-new facts, not fine discrimination. Same pillar—prompting—but tuned for different goals.

You can give any gen-ed teacher a one-page script and a checklist and they will run errorless trials the same day. That means your students with developmental disabilities can stay in the regular classroom and still get ABA-level instruction. Try the package during your next push-in period; the teacher takes the data while you coach from the back.