Teaching Core Content Embedded in a Functional Activity to Students with Moderate Intellectual Disability Using a Simultaneous Prompting Procedure

The purpose of this study was to investigate the effects of a simultaneous prompting procedure in teaching four secondary students with moderate intellectual disability to acquire and generalize core content embedded in a functional activity. Data gathered within the context of a multiple probe design revealed that all participants learned the following core content during a cooking activity: (a) reading--reading and defining age appropriate content, (b) math--computing percentages in an applied problem, and (c) science--applications of force. Practical implications are discussed for teaching academic core content within meaningful and functional activities for students with moderate intellectual disability.