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| Collins, Belva C. | 3 |
| Morse, Timothy E. | 1 |
| Schuster, John W. | 1 |
| Singleton, Dana K. | 1 |
| Stinson, Dawn M. | 1 |
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| Journal Articles | 3 |
| Reports - Research | 2 |
| Opinion Papers | 1 |
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Peer reviewedCollins, Belva C.; Stinson, Dawn M. – Exceptionality, 1995
Key words from product warning labels were taught to four adolescents with moderate mental disabilities using flash cards and a progressive time-delay procedure. Although students mastered the words in a relatively short time with minimal errors, generalization probe data with actual products across settings revealed the need for instruction to…
Descriptors: Functional Reading, Generalization, Instructional Effectiveness, Moderate Mental Retardation
Peer reviewedCollins, Belva C. – Exceptionality, 1995
These thoughts, by an author of a paper (EC 611 428) on teaching adolescents with moderate mental retardation to read key warning label words, focus on the importance of teaching for generalization or teaching word recognition using actual labels and encouraging an appropriate behavioral response. (DB)
Descriptors: Functional Reading, Generalization, Instructional Effectiveness, Moderate Mental Retardation
Peer reviewedSingleton, Dana K.; Schuster, John W.; Morse, Timothy E.; Collins, Belva C. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
Both simultaneous prompting and antecedent prompt and test procedures were effective in teaching four adolescents with moderate mental retardation to read grocery sight words. However, the antecedent prompt and test procedure was more efficient on measures of acquisition and the simultaneous prompting procedure was more efficient on measures of…
Descriptors: Adolescents, Basic Skills, Daily Living Skills, Efficiency
