High-probability requests were provided to two boys (age seven) with behavior disorders and severe disabilities as an antecedent to delivering a low-probability request. Results showed an immediate increase in appropriate responding when the intervention was delivered. Generalized responding and response maintenance were also exhibited.…

This study evaluated the Task Demonstration Model for teaching discrimination skills with three teachers and their students (adolescents and young adults with moderate to severe mental retardation). The intervention required students to respond simultaneously. Students increased their percentage and rate of correct responding as well as their…

Three individuals with multiple severe disabilities were taught an appropriate response to problem behaviors, but the response was less efficient than the problem behavior on physical effort, schedule of reinforcement, or stimulus-reinforcer time delay. The response did not compete successfully with the problem behaviors until a new, more…