A study examined the use of a phonological awareness intervention program with three children with Down syndrome (ages 7-8). The intervention focused on key skills of alliteration detection, phoneme isolation, spelling of orthographically regular words, and rhyme detection. Results indicate participants improved the phonological awareness skills…

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…

This study used a data-based assessment to identify reinforcers and punishers for successful treatment of two children with severe destructive behaviors. Results suggested that empirically derived consequences may be useful in decreasing destructive behavior when a functional assessment is inconclusive or suggests that internal stimuli are…

A rapid generalized motor imitation sequence was presented to five non-vocal children (ages 6-7) with autism before an opportunity to imitate a model's vocalizations. The presentation was faded by presenting an opportunity to vocally imitate without the sequence followed by an opportunity to independently mand. All participants began to vocalize.…

Four moderately mentally retarded students, aged 8-13, were instructed in a basic skills reading program which emphasized a phonemic alphabet, pictorial cueing, and stimulus manipulation techniques. The training improved the Dutch students' ability to read one- and two-syllable words, and was generalizable to untrained words of the same…

Four mentally retarded children (ages 4-11), 3 with autism, were successfully taught various adaptive behaviors for self-care skills. Training procedures involved the whole-task method and included modeling, verbal instructions, prompting, and edible and social reinforcement. (Author/JDD)