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…

This booklet discusses the importance to adolescents and adults with mental retardation of learning how to respond correctly to the many variations in home, work, and community activities in order to be successful in integrated settings. The difficulties individuals with mental retardation have in generalizing skills learned in one situation to a…

Discusses strategies for teaching social skills to children with learning and behavior problems, including how to select students for training, which social skills to use, teaching discrete skills and problem-solving routines, and helping students generalize training. Different types of social skills and assessment approaches are identified.…

Discusses the strategies and structures necessary for fostering social competence in all children, especially those at risk of academic or social failure. Discusses strategies for assessing and understanding social skills problems, teaching social skills, and preferred practices for achieving generalized responding. Also provides guidelines for…

Contends social studies is an exciting, relevant aspect of the curriculum, but it is often presented in a mundane and dated fashion. Reviews research on instructional processes and recommends teaching generalizations based on concepts grounded in fact. (CFR)

Discusses strategies for successful inclusion of children with disabilities in general education classrooms. Describes necessary components and practices, including cooperative learning, strategy instruction, differentiated instruction, self-determination, explicit instruction, curriculum-based assessment, generalization techniques, collaboration,…

This booklet was developed to help in the design and implementation of self-management systems for elementary-classroom students with developmental disabilities. Self-management components addressed in the booklet are self-monitoring, self-evaluation, and self-reinforcement. Chapters provide: (1) the definitions and rationale for teaching…

The problem of skill generalization is addressed with a presentation of a transdisciplinary approach to curricular development and instructional presentation. The use of integrated programming to teach mathematics skills is discussed. Specific examples of integrated programming in mathematics and recommended procedures for developing integrated…

This manual offers practical guidelines validated by research for applying instructional strategies to adults with mental retardation who are learning community-based tasks. It provides a sequenced strategy for: (1) selecting person-centered instructional goals; (2) developing quality task analyses of community-based, chained tasks; (3) selecting…