Key elements to ensure the effectiveness of training include (1) systematic development of instructional materials; (2) a means of preparing trainers; (3) techniques to transfer training to job performance; (4) materials to support administration and management of trainees; and (5) systematic measurement of program effectiveness. (SK)

General case programing can enhance generalization in individuals with severe disabilities. Making the procedure effective involves: considering activities appropriate for general case programing, selecting examples for teaching and probe testing, determining order of presentation of examples, and determining location of instruction. A list of…

The first section of this book presents an overview and history of the problem of skill generalization among students with severe handicaps. Researchers review empirically based strategies proposed to remedy the problem, discuss the characteristics and foundations of decision rules which can be used to determine which strategy will work best in a…

A review of 25 studies found that demonstrations of successful generalization of skills by persons with profound mental handicaps were characterized by: several trained exemplars, trained behaviors likely to be reinforced in natural settings by natural consequences, use of training stimuli common to the generalization setting, and training in…

Presents specific methods for trainers to use in conjunction with their supervisory training programs in order to increase the amount of skill transfer that supervisors bring to the job. Methods include developing skill mastery, building confidence, and applying skills immediately. Post-training reinforcement sources for the supervisors are noted.…

Fifteen students, age 13-21, with moderate to profound mental retardation received shopping skills training in either 1 or 3 department stores. A study of operational behaviors, social behaviors, number of settings in which criterion performance was achieved, and number of sessions required to achieve criterion found no significant differences…

This book describes a training technique in which an art activity called a touchstone exercise serves as the basis of an action-oriented leadership development program. Part 1 describes the context in which the touchstone exercise was developed and details the process of setting the stage for and conducting it. Two case studies illustrating the…

Research has shown that with thorough training, most teachers can acquire new skills and strategies to add to their instructional repertoires. However, the literature also identifies a frequent failure to transfer new knowledge to classroom practice among trainees. Building on previous research, the study reported here investigated the effects of…

Discusses seven strategies that program developers and trainers can use to produce more rapid acquisition, retention, and transfer of work skills, including: discover basic skills and concepts; analyze, define, and field test; produce and verify mastery; teach basic skills and general principles; teach trainees both correct and incorrect examples;…

Two individuals with severe mental retardation, participants in a supported employment program, were taught to use self-instruction in combination with multiple exemplar training to solve work-related problems. Use of the combined strategy resulted in generalization of self-instruction statements and correct responses to untrained problem…

By inserting a typical instructional trial into an ongoing sequence of behaviors, three students, aged six-seven, with severe disabilities were taught to request items or events within interrupted behavior chain contexts. The strategy was effective in establishing initial communicative responses in the three learners. Responses generalized to…

A time delay procedure was used to teach three children (ages 5-9) with autism to ask the question "What's that?" when novel stimuli were presented, and generalization of the skill was assessed. Results suggest that children with autism can be taught to ask questions that lead to acquisition of new information. (Author/DB)

A constant time delay procedure was used to teach four adolescents with moderate mental retardation to select lower priced grocery items using an adaptive number line. Students reached criterion, maintained the skill up to 14 weeks after training, and generalized the skill from the classroom to a community grocery store. (Author/DB)

Four mentally retarded adults received single case instruction, followed by general case instruction, on washing machine and dryer use, using either actual appliances or simulation. Generalization errors were affected by single/general case instruction, not by use of simulated versus natural conditions. General case simulation was more efficient…

In two studies, severe aggressive and self-injurious behaviors exhibited by two adult men with mental retardation were reduced through the implementation of functional communication training. Reductions came after years of less successful nonaversive and aversive interventions. Behavior changes were generalized across staff, new environments, and…