In this study, researchers examine the impact of ecoaching (including a web-based professional development [PD] portal consisting of a learning module, self-monitoring, and video feedback) on preschool teachers’ use of a simultaneous prompting (SP) procedure and the effects of SP on teaching discrete skills to their students with autism spectrum disorder (ASD). The researchers also examine maintenance and generalization effects on teachers’ and students’ behaviors. Moreover, researchers investigate the social validity of the study. They use nested multiple probe designs across four preschool teacher and student dyads to evaluate the effects of the ecoaching intervention and the SP procedure, respectively, on teachers’ and students’ behaviors. Ecoaching was effective in the acquisition, maintenance, and generalization of preschool teachers’ use of the SP procedure, and the SP procedure was effective in teaching discrete skills to students with ASD. Teachers had positive opinions about ecoaching and the SP procedure. Limitations and implications for future research are discussed.

在这项研究中，研究人员研究了生态教学（包括由学习模块，自我监控和视频反馈组成的基于Web的专业发展[PD]门户）对学前教师使用同步提示（SP）程序的影响，以及SP对自闭症谱系障碍（ASD）学生的离散技能教学的影响。研究人员还研究了维护和推广对教师和学生行为的影响。此外，研究人员调查了这项研究的社会有效性。他们在四个学龄前教师和学生二元组中使用嵌套的多个探针设计，分别评估了生态干预和SP程序对教师和学生行为的影响。在进行获取，维护，并推广了幼儿教师对SP程序的使用，而SP程序对于向ASD学生教授离散技能有效。教师对生态教学和SP程序有积极的看法。讨论了局限性和对未来研究的意义。