A skill essential for successful inclusion in general education settings is the ability to learn by observing others. Research, however, has documented children with autism display significant deficits in the fundamental skills necessary for observational learning. This article outlines the skills essential for observational learning from an…

While most efforts in programing for learning disabled adolescents have been directed to the content of instructional offering, the authors identify procedures to promote acquisition and generalization of skills. Exemplified within a learning strategies model, the procedures outlined here stress acquisition of specific strategies through learning…

The article describes a two-year learning strategies program for ninth and tenth grade learning-disabled students which involves four tutorial periods and four learning strategy classes per week, and team teaching of strategy development in mainstream classes. The program has fostered independence and generalization of learned strategies to…

The study designed and validated an instructional sequence to promote the generalization of learning strategies to improve written expression acquired in remedial settings to mainstream settings. The article delineates elements necessary to promote generalization of skills with learning disabled populations. (Author/DB)

This document presents the final report of a 4-year project (ending in 1991) which conducted six studies of the impact of various peer-mediated interventions on the acquisition, generalization, and maintenance of social interaction skills of preschoolers with severe disabilities. The report covers project objectives, the project's theoretical…

This final report discusses the outcomes of a federally funded study of nine toddlers and preschoolers (ages 29-63 months) with a variety of disabilities. The project investigated the effectiveness of embedding systematic instruction within inclusive, developmentally appropriate practice (DAP), play-based environments to teach young children with…

Research indicates that peer interaction can have a substantial impact on the lives of adolescents with disabilities. However, social interaction among adolescents with intellectual disabilities and their general education peers typically occurs infrequently in secondary schools. This paper provides a critical analysis of twenty-six empirical…