The study found that simulation instruction on two representative teaching examples for each of two job task sequences resulted in concurrent generalized performance by four severely retarded adults. (Author/DB)

Matrix training strategies were used to teach three severely mentally retarded children syntactic rules for combining known words into two- and three-word utterances. Training only a limited number of responses was sufficient to promote recombinative generalization in the trained modality and transfer to untrained responses in the opposite…

Four nonverbal autistic boys (ages 11-16) were successfully taught sign language action-object phrases following an intervention composed of prompting, fading, stimulus rotation, and differential reinforcement. The skill generalized to new situations. (Author/DB)

The study examined the unsupervised responding of 20-year-old male with profound handicaps and a lifelong history of dependency. Two objectives were pursued: establishment of independent unsupervised task responding with a stimulus and reinforcer fading procedure; and generalization of unsupervised performance across tasks and settings. (Author/DB)

The study with three blind and mentally retarded adults with additional disabilities found that general case simulation instruction in housekeeping skills led to generalization to untrained settings. Degree of generalization was inversely related to the severity and complexity of participant disability. (Author/DB)

Results of a "loose training" prompting tactic to teach an autistic 11-year-old boy to initiate interactions with his peers resulted in increased spontaneous interactions (1) with training peers in nontraining, generalization sessions and (2) with nontraining peers in generalization sessions. (Author/DB)

The study compared the efficacy and setting generalization of sensory extinction and overcorrection in suppressing self-stimulation in two autistic children (ages 7- and 12-years-old). Results indicated that sensory extinction significantly decreased self stimulation in the structured setting but did not generalize to other settings.…

Effects of an intervention that combined self-instruction with multiple exemplar training on the generalized problem solving of five high school students with mental retardation were examined. The intervention involved preteaching self-instruction to proficiency with one exemplar before introducing multiple exemplars and embedding problem…

Prompting videos were developed and successfully used to train four adolescents with moderate intellectual disabilities the operation of a videorecorder and personal computer. Training transferred to another teacher, another setting, and, with additional training, to another type of videorecorder and personal computer. (Author/DB)

Evaluation of a program which taught six severely mentally retarded individuals (ages 8-25) to sign interactively with each other found participants showed increased signing skills in a training play situation, generalized use of these skills in a second play situation, and maintained the trained skills over a 2 to 4 month period. (Author/DB)

The paper examines "Decision Rules" in the evaluation of intervention techniques to promote skill generalization with mentally retarded persons. Two studies are reported which demonstrated that use of Decision Rules to select training strategies resulted in 80 percent or above skill generalization. (DB)

Training procedures including cues-pause-point procedures were effectively used to teach two mentally retarded males (ages 18 and 20) to answer questions with sign language and generalize this training to correct responding to untrained questions. (Author/DB)

Observation of four elementary grade learning disabled children about six months after a social skills training program found generalization of new skills by all subjects to new environments. Training included generalization training in the form of systematic attention by teachers and parents in the new environments. (Author/DB)

The effectiveness of a cognitive-process approach for teaching appropriate responses to criticism were assessed across three young adults with moderate mental retardation who were receiving vocational training. Results indicated that two participants learned this approach and successfully generalized their behavior across untrained stimuli.…

To study improvement of visual monitoring of retardates, specialized training methods backed up by incentives were used. The extent to which these training techniques might be expected to produce results which would generalize was explored. Subjects were eight female mental retardates (ages 15-22) with IQs from 38 to 69. (Author/SJL)