We conducted a meta-analysis of 13 instructional arrangement studies that were conducted with children with autism spectrum disorders to improve academic and social communication skills and behavior. Results across the studies indicate that peer-mediated instructional arrangement is a robust method for teaching and improving various academic and…

Three elementary-aged students with quadriplegic cerebral palsy and severe/profound mental retardation were taught three toothbrushing tasks (brushing teeth, rinsing, and wiping mouth) using time delay to fade physical prompts, reinforcement, and error correction. Two students reached criterion on all three tasks; one student reached criterion on…

Three autistic boys, aged 6-7, observed videotaped conversations consisting of 2 people discussing toys. Subsequent assessment of the boys using untrained topics of conversation, new stimuli, new persons, and other settings indicated that the children learned through video modeling, generalized their conversational skills, and maintained…

Two learning-disabled, three educable mentally retarded, and two trainable mentally retarded senior secondary students were trained to count money rapidly. All subjects significantly improved their counting rates, maintained a 90 percent level of accuracy, and maintained their skills across settings and over time. (Author/JDD)

Many pupils with mild handicaps are failing to succeed in mainstream placements because of their poor social skills. Social skills training is increasingly part of the special education curriculum for these pupils. This article examines issues and strategies regarding the generalization and maintenance of social skills in mainstream settings. (JDD)

A system of graduated guidance was used to teach three children (ages six through nine) with severe multiple disabilities to don and remove their jackets and coats independently. The training approach involved initial use of oversized garments, fading of guidance, and individualized reinforcement. Skill maintenance and generalization were also…

A five-second constant time delay procedure with recipe cards was used to teach drink preparation to five intermediate-aged elementary students with moderate mental handicaps. The procedure was effective in teaching all students how to complete the task; 12-month followup showed at least 81 percent accuracy. (Author/JDD)

A conceptual framework of social competence is presented to formulate actions that will enhance the social competence of learners with mental disabilities. This chapter discusses the individual's culturally determined inputs; the processes of social affects, social skills, and social thinking; and the desired social outcomes. The history of social…

Results of a study with four autistic students (ages five-nine) showed that a picture training procedure was effective in teaching a generalized response to questions for which the relevant cue was visible, whereas specific generalization programing was required for situations in which the relevant cue was not visible. (Author/DB)

Two students (ages 18 and 20) with moderate mental retardation were taught to use a pocket calculator to make purchases. Progressive time delay and general case programing methods were used. Results indicated that the purchasing behaviors generalized to two untrained community sites and to untrained items and were maintained four weeks after…

Storytelling scenarios are suggested for teaching basic first-aid skills to children (ages 4-9) who have mild to severe disabilities. The method involves four steps: assembling materials; identifying skills and conducting task analyses; teaching the skills; and assessing discrimination among different types of injuries, generalization to new…

Five hearing parents who spoke and signed SEE-2 (Signing Exact English) to their hearing-impaired children (ages 3-4) were observed, given feedback on their communication abilities, and observed again following a retention period. All parents showed improvement, and three parents changed impressively in form, content, and use of this form of…

The effects of social skill training on social behavior was assessed, using a structured learning model with 3 children with behavioral disorders, ages 7-14. Results showed an increase in frequency for most skill areas, an inverse relationship across negative behaviors, maintenance over time, and moderate levels of generalization to nontreatment…

Three nonvocal students (ages 5-8) with severe physical handicaps were trained in scan and selection responses (similar to responses needed for operating augmentative communication systems) using a microcomputer-operated video-game format. Results indicated that all three children showed substantial increases in the number of correct responses and…

A step-by-step guide is presented for developing and implementing a social interaction intervention based on a study of an inclusive preschool program. Steps include developing a data collection system, selecting observation time, collecting baseline data, identifying target children, developing social interaction skills intervention, monitoring…