The Effects of Simultaneous Prompting and Choral Responding to Safety‐Related Intraverbal Responding in Autistic Students

ABSTRACT This study examined the effectiveness of simultaneous prompting delivered in a small‐group instructional arrangement with opportunities for choral responding on teaching preschoolers with ASD to emit intraverbal responses to safety‐related questions about dangerous materials. A concurrent multiple baseline design across behaviors, replicated across three participants, was employed. Findings indicated that all students acquired the target skills, maintained them over time, and generalized them across different settings and people. Parents reported that the skills were functional and socially significant, while teachers evaluated the procedure as ecologically valid, particularly in terms of its applicability to natural classroom settings. The study contributes to the literature by extending evidence on the effectiveness of simultaneous prompting and demonstrating its feasibility in small‐group contexts. Results highlight not only the potential of simultaneous prompting to promote skill acquisition but also its ecological relevance and social acceptability, offering practical implications for classroom‐based interventions for students with ASD.