The study use of three schedules of reinforcement to investigate the impact of reinforcement probability on transfer of stimulus control. Transfer was accelerated when reinforcement probability favored anticipatory responding. The schedule that favored prompted responses did not prevent a shift to unprompted responding. Errors were infrequent…

To justify the use of demanded eye contact and explain its role, one experiment and data from six replications are presented. The primary experiment provided an empirical base for training eye contact prior to instruction. Demanded eye contact resulted in levels of compliance that were double and triple those of baseline. (Author/CL)

Nine poor spellers (8-13 years old) received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy. (Author/CL)

The study evaluated a commonly used component of brief time-out, in which release from time-out is delayed contingent on the occurrence of the disruption. Data were collected for one normal and two mentally retarded children on time-out producing behaviors and delay-producing behaviors during time-out. (Author/CL)

The personalized system of instruction (PSI) is characterized by mastery, specified objectives, self-pacing, small-step sequenced materials, repeated testing, immediate feedback, credit for success rather than penalty for errors, proctors, and lectures for motivation. Research indicating the effectiveness of PSI is cited, and problems with…

Four nonverbal autistic children (10-15 years old) were taught expressive sign labels for common objects, using a training procedure that consisted of prompting, fading, and stimulus rotation. (Author/BD)

Curricular activity preference was determined for 3 students (ages 9-15) with moderate intellectual disabilities. Subsequent evaluation of the influence of activity preference on student behavior revealed that preferred activities were associated with reduced levels of problem behavior and increased levels of desirable behaviors. (Author/JDD)

Twelve proficient peer models without disabilities demonstrated a response chain for a targeted learning task each day and described the steps to three classmates with developmental disabilities, who observed. The peer models performed the response chains accurately and quickly and the students with disabilities acquired the response chains. (DB)

Cooperative learning groups were used to integrate two students with autism into a fourth-grade social studies class. Academic performance, academic engagement, peer interactions, and social and behavioral skills were assessed. Benefits were noted both for the target students and their peers for academic outcomes and social interactions. (SW)