Using an ABAB design, two procedures for requesting a change of activity were compared for their effect on the stereotypic behavior of a man with autism. One procedure requested immediate change of activities, whereas the second procedure gave advance notice of a change. Less stereotypy occurred when advance notice of change was given. (Author/DB)

This response to Chandler et al. (EC 604 147) suggests that generalization of social competence training be viewed from both functional and topographical perspectives which have scientific and practice biases, respectively. The paper proposes a generalization-discrimination continuum along which behaviors may be placed for optimum utility. (DB)

Six behaviorally handicapped elementary students participated in short-term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self-evaluation. Results indicated that students maintained appropriate classroom behavior in their regular classrooms, once self-evaluation procedures were…

Three mentally handicapped students (aged 13, 36, and 40) with maladaptive speech received training to answer questions with verbal labels. The results of their cues-pause-point training showed that the students replaced their maladaptive speech with correct labels (answers) to questions in the training setting and three generalization settings.…

Two experiments combined the assessment of reinforcer preferences and the functional analysis of behavior to prescribe treatment of self-injurious behavior in two severely handicapped children, aged four and eight. The treatments reduced self-injurious behavior when the child was alone as well as during instructional training activities. (JDD)

This study examined a system for fading teacher prompts to children who served as peers in peer-initiation interventions for young children with disabilities (n=6). Results indicated that social interaction continued at the levels found during intervention and was maintained during a short maintenance period. (Author/DB)

Tactile cues were provided to a 19-year-old deaf, blind, and mentally retarded individual to guide her performance on packaging tasks. The tactile prompts effectively guided her on the training task and were also generalized to novel tasks and cues. Continued use of the cues was necessary to maintain performance. (Author/JDD)

High-probability requests were used to increase responsiveness to low-probability requests to initiate social interactions in three young boys with severe disabilities who were severely socially withdrawn. Increases were also found in unprompted social initiations and generalizations to a nontraining setting. Maintenance after training was also…

A multicomponent intervention to change problem behavior, which prevented community integration of three adolescents with autism, was evaluated. The intervention (implemented in a supermarket setting) included choice making, embedding, functional communication training, building tolerance for delay of reinforcement, and presenting discriminative…

A behavioral consultation approach was effectively used to reduce problem behaviors in 2 field studies with 3 students (ages 10-14) having severe or profound mental retardation and their teachers. Intervention involved extinction of inappropriate behaviors, reinforcement of appropriate play behaviors, and teaching verbal skills functionally…

The effects of two methods of negative reinforcement on three young children (ages two and three) with developmental delays and chronic food refusal were examined. Physically guiding the child to accept food contingent on noncompliance and nonremoval of the spoon until the child ate were tested. Both treatments were effective; however, parents…

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…

This review of behavioral research on teaching individuals with profound multiple handicaps found that behavior change has resulted from contingency management interventions, but the behavior changes cannot be described as beneficially affecting the individuals' quality of life. Explanations for this are offered, and suggestions for future…

This study used a self-management treatment package to teach three children with autism to play appropriately in the absence of a treatment provider. Results indicated appropriate play skills were learned and generalized to new settings, and two of the children maintained gains at one-month followup. In addition, self-stimulatory behaviors…