We used multiple probe design with probe trials across three teacher-student dyads to examine the effects of a professional development on middle school general education teachers' accurate use of simultaneous prompting procedure and self-monitoring as well as the effects of the simultaneous prompting procedure on acquisition of academic core content of middle school students with developmental disabilities in inclusive classrooms. Moreover, we investigated the maintenance and generalization effects of professional development on teachers' outcomes as well as simultaneous prompting procedure on students' outcomes. Last, teachers' and students' opinions regarding social validity of the study were investigated. Results showed that (a) teachers acquired using simultaneous prompting procedure and self-monitoring with 100% accuracy, maintained the acquired teaching behaviors over time and generalized them across different conditions and (b) students acquired their targeted academic content, maintained them over time, and generalized them across different people. Moreover, both the opinions of teachers and the students were positive. Implication of the findings and directions for future research are discussed.

中文翻译：

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发育障碍学生核心学术内容教学中的通识教育教师准备

我们使用多探针设计和跨三个师生对的探针试验来检验专业发展对中学通识教育教师准确使用同步提示程序和自我监控的影响，以及同步提示程序对包容性课堂中发育障碍中学生学术核心内容的获取[J]. 此外，我们调查了专业发展对教师成果的维持和泛化效应，以及同步提示程序对学生成果的影响。最后，调查了教师和学生对研究的社会效度的看法。结果表明 (a) 教师使用同步提示程序和自我监控获得 100% 的准确率，随着时间的推移保持习得的教学行为并将其推广到不同的条件下；(b) 学生获得了他们的目标学术内容，并随着时间的推移保持这些行为，并将其推广到不同的人。此外，老师和学生的意见都是积极的。讨论了研究结果的含义和未来研究的方向。