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…

This article offers multiplication fact memorization training techniques that have been successfully used with students with learning disabilities in resource room and clinical settings. Techniques include organizing the facts, using finger multiplication, visual mnemonic flashcards, and musical reinforcement. (DB)

A case study is presented of a seven-year-old girl with severe to profound mental retardation who exhibited excessive handmouthing. Contingent sensory reinforcement was successfully used to reduce her handmouthing to substantially lower levels. (Author/JDD)

Developed by Project Transition, a 3-year project at Ohio State University, this resource guide deals with physical fitness and personal hygiene training of institutionalized mentally retarded adults, to prepare them for transition into community living environments. Included in the guide are recommended teaching strategies, an assessment system,…

This booklet is intended to assist managers at all levels and in all types of firms in coaching employees of two types: those with managerial responsibilities or those being developed as managers. The principles and approaches described, however, are applicable to all levels of employees. Discussed in the individual sections of the guide are the…

Four mentally retarded children (ages 4-11), 3 with autism, were successfully taught various adaptive behaviors for self-care skills. Training procedures involved the whole-task method and included modeling, verbal instructions, prompting, and edible and social reinforcement. (Author/JDD)

This guide provides instructional materials and approaches for use by continuing educators, trainers, state units, area agencies on aging, or others responsible for staff development. Section I gives an overview of the mutual needs and responsibilities of adults with learning needs and those who assist them to meet those needs. Section II assists…