We reviewed twelve studies that used the constant time delay (CTD) procedure to teach chained tasks to individuals with developmental disabilities from years 1996-2006. Variables analyzed include types of tasks that have been taught with the procedure, how effective CTD has been in teaching participants, and whether researchers have investigated…

Service learning places teaching and learning in a social context, facilitating socially responsive knowledge. The purposes of this meta-analysis were to summarize evidence on (a) extent and types of change in participants in service learning programs, (b) specific program elements (moderators) that affect the amount of change in participants, and…

The study with three blind and mentally retarded adults with additional disabilities found that general case simulation instruction in housekeeping skills led to generalization to untrained settings. Degree of generalization was inversely related to the severity and complexity of participant disability. (Author/DB)

This study used a seven-stage instructional methodology to successfully teach a comprehensive test-taking strategy to six secondary learning-disabled students. Evidence of maintenance and generalization is reported. In the second article, answers are presented to questions about strategy training in general and this study in particular. (Author/DB)

Gifted and nongifted students (n=96) in grades five-six were assigned to a free-study or one of three mnemonic conditions for learning mineral hardness levels. Both ability groups learned more in mnemonic conditions, and gifted students demonstrated an ability superior to nongifted students in employing mnemonic strategies independently in…

Three high school students with severe disabilities were taught turn-taking conversational skills utilizing a communication book (containing pictures pertaining to the student's interest areas). After training, which included minimal training of conversational partners, balanced conversational turn-taking increased significantly and skills…

This study evaluated the "missing-item" language intervention with two moderately to severely retarded students (ages five and six) in a special class setting. The missing-item format produced effects in requests for targeted snack items and, after generalization training, a requesting repertoire that was durable and generalized across…

A 5-second constant time delay procedure was used to teach 10 word definitions to 3 fifth grade students with mild learning handicaps. All students learned the definitions in 8 to 9 sessions with students maintaining correct responding at 6, 10, and 14 weeks after training. Generalization was also observed. (Author/DB)

This study, with 30 students with learning disabilities (grades 6-9) and 15 nondisabled students, found that instruction in a 5-rule summarization strategy significantly increased reading comprehension of expository prose. Strategy use was maintained over time, and students were reported to generalize its use. (Author/DB)

A brief training manual was developed to teach child-care workers to contingency contract with delinquent youths living in residential care facilities. Results from analogue training simulations and generalization tests indicated that workers became more proficient in contract negotiation and writing behaviors and were able to apply the skills.…

Evaluation of an instrumental enrichment program with 80 gifted children (ages 10-12) from culturally disadvantaged backgrounds and a follow-up study 4 years later showed: (1) generalization effects on verbal and nonverbal thinking tasks, and (2) durability of effects on thinking tasks and broad generalization in school achievement. (Author/DB)

Evaluation of a classroom mnemonic instructional method to teach science content to 19 mildly disabled students (grades 6-8) found mnemonic instruction resulted in improved initial content acquisition, higher delayed-recall scores than traditional instructional procedures, and generalization of mnemonic strategies to novel content. Students…

An interactive videodisc-based simulation was used to train 3 students (ages 12-17) with moderate disabilities on locating and purchasing items in convenience store settings. The students improved in their effectiveness and efficiency of locating items in the simulated environment and showed some transfer of skills to natural environments. (JDD)

This study, with six high school students with moderate to severe disabilities, found that students who received concurrent sequence training demonstrated better generalized performance in three nontrained grocery stores than students who had received serial sequence training, once training criterion was attained though training required more…

Three learning-disabled students, aged 10-11, received self-instructional strategy training for improving revision skills for essays they composed on a word processor. Strategy instruction positively impacted on students' revising behavior and the length and quality of their written products. Effects were maintained over time and generalized to…