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…

Incidental teaching and traditional discrete-trial procedures were used to teach two children (ages 10 and 12) with autism the expressive use of two color adjectives. Results demonstrated that traditional discrete-trial teaching was more efficient and produced faster acquisition but incidental teaching resulted in greater generalization and equal…