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Jensen, Joyce M.; Parsons, Marsha B.; Reid, Dennis H. – Research in Developmental Disabilities, 1998
Using classroom-based instruction and on-the-job monitoring and feedback, seven teachers were trained to systematically observe the data collection and teaching performances of their assistants as well as to provide contingent feedback. The supervisory training for teachers was accompanied by improvement in data collection among seven of eight…
Descriptors: Adults, Data Collection, Feedback, Inservice Teacher Education

Bates, Paul E.; Cuvo, Tony; Miner, Craig A.; Korabek, Cynthia A. – Research in Developmental Disabilities, 2001
Twenty individuals with mild retardation and 20 individuals with moderate retardation participated in simulated instruction and/or community training of four functional living tasks. Participants with mild retardation performed better on simulated tasks and in the community settings, however, in many situations, community training was sufficiently…
Descriptors: Adult Education, Community Based Instruction (Disabilities), Daily Living Skills, Instructional Effectiveness

Mank, David M.; Horner, Robert H. – Research in Developmental Disabilities, 1987
Six severely disabled young adults were taught to self-monitor work rate on job tasks, evaluate daily performance against a criterion, and recruit contingent feedback from supervisors. Performance results indicated a functional relationship between self-recruited feedback and maintenance of improved work rate. (Author/JW)
Descriptors: Behavior Modification, Feedback, Job Performance, Job Skills

Matson, Johnny L.; And Others – Research in Developmental Disabilities, 1988
Three severely mentally retarded, multiply handicapped adolescents were treated in a classroom setting for social skill deficits. Treatment focused on increasing eye contact and strengthening on-task and in-seat behaviors. Results suggested that a combination of visual stimuli, operant, and social learning methods can be used to successfully…
Descriptors: Adolescent Development, Diagnostic Teaching, Eye Contact, Interpersonal Communication

Morrison, Kenda; Rosales-Ruiz, Jesus – Research in Developmental Disabilities, 1997
The relationship between preferred objects associated with stereotypy, stereotypic behavior, and accuracy of responding during a counting task by a child with autism was analyzed. Teaching with high-preference objects occasioned more stereotypic behavior and less accurate counting than teaching with medium- and low-preference objects. (Author/DB)
Descriptors: Autism, Behavior Patterns, Case Studies, Children

Lindsay, William R.; And Others – Research in Developmental Disabilities, 1994
This study examined effects of cue control and behavioral relaxation training (BRT) with five subjects having severe mental retardation. BRT produced reductions in rated anxiety and improvements in concentration for all subjects. Cue control words were effective only after they had been linked with BRT. (DB)
Descriptors: Anxiety, Attention Control, Cues, Relaxation Training

Tang, Jung-Chang; Patterson, Tina G.; Kennedy, Craig H. – Research in Developmental Disabilities, 2003
Four experiments with six students with multiple profound disabilities examined the function of behavioral stereotypies and sensory modalities maintaining them. Findings are discussed in terms of the sensory and social reinforcers that maintain stereotypy, assessment procedures used to identify reinforcers, and the interpretation of assessment…
Descriptors: Behavior Patterns, Behavior Problems, Evaluation Methods, Multiple Disabilities

Harchik, Alan E.; And Others – Research in Developmental Disabilities, 1990
Four autistic and severely handicapped children (ages 9-13) were taught to recruit or set the occasion for praise from an adult. After the structured instruction, the children used these behaviors in all generalization settings and were frequently successful in recruiting praise. (Author/DB)
Descriptors: Autism, Behavior Modification, Generalization, Instructional Effectiveness

Duker, Pieter C.; And Others – Research in Developmental Disabilities, 1995
Four trainers taught communicative gestures to four individuals with severe mental retardation during one-to-one sessions. Preceding each training session, verbal feedback was given with regard to the trainer's performance during the previous session. Delayed feedback was found to result in increased accuracy of training. (Author/JDD)
Descriptors: Communication Skills, Feedback, Instructional Effectiveness, Severe Mental Retardation

Rousseau, Marilyn K.; And Others – Research in Developmental Disabilities, 1994
This study examined whether sentence-combining exercises (with reinforcement) would increase the number of descriptive adjectives used in daily writing samples by three adolescents with autism. The sentence-combining exercises increased the number of adjectives used in the students' writing samples, and this increase was maintained in the absence…
Descriptors: Adjectives, Autism, Instructional Effectiveness, Maintenance

Lancioni, Giulio; O'Reilly, Mark F.; Campodonico, Francesca; Mantini, Margherita – Research in Developmental Disabilities, 1998
A study attempted to assess preferences between a task arrangement involving mobility and a task arrangement involving sedentariness with three women with severe disabilities and visual impairments or blindness. Results found that participants' preferences about task arrangements could be successfully assessed. (Author/CR)
Descriptors: Adults, Evaluation Methods, Individual Characteristics, Multiple Disabilities

Tincani, Matthew J.; Castrogiavanni, Anthony; Axelrod, Saul – Research in Developmental Disabilities, 1999
A study compared a brief and an extended functional analyses of three adults with serious developmental disabilities and aggressive or self-injurious behavior. Both analyses revealed the same controlling variables, but the brief functional analyses took less than 20% the time in analog conditions as the extended analyses. (Author/CR)
Descriptors: Adults, Aggression, Developmental Disabilities, Evaluation Methods

Ivancic, Martin T.; Bailey, Jon S. – Research in Developmental Disabilities, 1996
Two experiments with 15 individuals having profound mental retardation found difficulties in identifying reinforcers that were actually effective in treatment of chronic training needs. Research needs in evaluating training alternatives for people with profound multiple disabilities who move very little or who respond with very long latencies are…
Descriptors: Identification, Multiple Disabilities, Positive Reinforcement, Program Effectiveness

Jahr, Erik – Research in Developmental Disabilities, 2001
A study investigated transfer and maintenance of question-answering skills in five children (ages 3-7) with autism. After training using analogous question-answer exemplars, children were able to answer novel questions with complete sentences within each class (what, where, who, and why), and showed transfer of skills across persons, settings, and…
Descriptors: Autism, Children, Communication Skills, Inquiry

Van Laarhoven, Toni; Johnson, Jesse W.; Repp, Alan C.; Karsh, Kathryn G.; Lenz, Mark – Research in Developmental Disabilities, 2003
Two studies compared the effectiveness of two procedures (multiple examples across trials and within trials) in teaching 10 students (ages 10-20) with moderate disabilities functional word discriminations. The first procedure was superior in acquisition; the latter procedure, however, was better under generalization for most participants.…
Descriptors: Developmental Disabilities, Discrimination Learning, Elementary Secondary Education, Generalization