Three autistic children (ages 9-11) received spontaneous communication training using a time delay, modeling, and food reinforcement procedure. Results showed gains in 2 spontaneous responses ("please" and "thank you") and 1 verbally prompted response ("you're welcome"). Gains were validated socially with 10 adults. (Author/JDD)

Three autistic boys, aged 6-7, observed videotaped conversations consisting of 2 people discussing toys. Subsequent assessment of the boys using untrained topics of conversation, new stimuli, new persons, and other settings indicated that the children learned through video modeling, generalized their conversational skills, and maintained…

Two moderately retarded adolescents received instruction on peer-training skills to teach a vocational task to classmates; subsequently, one peer trainer taught three peers to complete a complex vocational task. Results indicated that peer training can be an effective instructional procedure, with generalization occurring for both the trainers and…

Five adults with developmental disabilities were trained on six interactional skill areas using the "Sorry" game format. The study involved natural environment training, role playing, and modeling of correct responses only as an error correction procedure during training. All participants increased their use of trained behaviors during…

Five young adults and three junior high students, with moderate mental retardation, were trained first to label characters verbally and then to enter the characters into computers, calculators, or checkbooks. Almost all subjects were able to generalize the use of verbal labels and key-entry skills across tasks and settings. (Author/JDD)

Two approaches to teaching work-site social behaviors to three youths with mental retardation were examined. Problem-solving training, which involved developing skills in decoding, decision, performance, and evaluation, led to substantial generalization and maintenance of social behaviors in natural work settings. Training based upon role-playing…

Results of a study with four autistic students (ages five-nine) showed that a picture training procedure was effective in teaching a generalized response to questions for which the relevant cue was visible, whereas specific generalization programing was required for situations in which the relevant cue was not visible. (Author/DB)

Three severely retarded persons displaying self-injury, stereotypy, or aggression were trained to emit a communicative response that solicited reinforcement. Results showed that consequence procedures were required in addition to reinforcement. Treating aberrant behavior through use of functional analysis to identify maintaining contingencies and…

Two adult males with severe motor and speech deficits resulting from cerebral palsy were trained to use an augmentative communication system (Touch Talker) independently. Results demonstrated that training on operation of the device was insufficient to ensure improvement in conversation performance and that it was important to incorporate direct…

A brief training manual was developed to teach child-care workers to contingency contract with delinquent youths living in residential care facilities. Results from analogue training simulations and generalization tests indicated that workers became more proficient in contract negotiation and writing behaviors and were able to apply the skills.…

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…

Co-workers of three job trainees with mental retardation used coincidental training procedures while completing their own jobs. Coincidental training resulted in improved accuracy of salad-making skills, but skill acquisition was very slow; subsequently, a model and a quality-control check were added, resulting in higher performance levels. (JDD)

Parents of three autistic boys (ages 7-8) were taught to use a time delay procedure to increase their children's appropriate spontaneous speech in naturally occurring daily settings. Results indicated that all children increased their daily spontaneous speech and generalized their speech to other locations and persons. (Author/JDD)

Eight adults with mild disabilities were successfully taught to write checks, complete deposit slips, and reconcile monthly bank statements using a personalized system of instruction which involved a self-paced manual, progression to new material only after demonstrating mastery of previous material, and repeated testing. (Author/JDD)

A communication program was implemented with the families of three adolescents with behavior problems. Skill teaching resulted in parent-adolescent dyads learning to use the skills in the teaching setting, but competent use of the skills in the home was not observed until an in-home family conference phase was implemented. (Author/JDD)