Research findings of the past decade related to the use of videotape self-confrontation in educational programs of social work, psychological counseling, and teaching are reviewed, and the effectiveness of self-confrontation as a tool for training is discussed. Elements necessary in a successful program are identified. (Author/MLW)

Two dyads of students (ages 10-12) with moderate mental retardation were taught domestic and vocational chained tasks, with each student of each dyad being taught just a part of the task. Results indicated that constant time delay was effective, and all students learned a substantial amount of their partners' tasks through observation. (Author/JDD)

Presented are examples of academic, social, daily living, and motor skills that might be targeted for observational instruction for students with handicaps. At each of three phases of development (acquisition level, fluency level, and generalization level), suggestions are offered on choosing what to teach and deciding how to teach. (JDD)

Co-workers of three job trainees with mental retardation used coincidental training procedures while completing their own jobs. Coincidental training resulted in improved accuracy of salad-making skills, but skill acquisition was very slow; subsequently, a model and a quality-control check were added, resulting in higher performance levels. (JDD)

Suggests how simple hikes can be integrated into the elementary school curriculum. Presents nine topic areas that can serve as themes for schoolyard hikes. (ML)

Describes a simple field trip taken by fourth-grade students to a local park. Aided by volunteers, students go through four learning stations dealing with rock studies, tree identification, following directions (mapping), and observation skills. Presite and postsite activities are discussed. (TW)