Social skills training practices for persons with mental retardation are summarized, along with reasons for their lack of maintenance and generalization. A cognitive-behavioral definition and model of social competence and social skills are described, which unify social learning concepts with recent research and practice and focus on their utility…

A survey of state mental retardation/developmental disabilities agencies found that while most employ a classification system that is compatible with or derived from that of the American Association on Mental Deficiency (AAMD), only 22 are actually using the 1983 edition of the AAMD alone or with another system. (Author/VW)

A 5-second constant time delay procedure was used to teach 10 word definitions to 3 fifth grade students with mild learning handicaps. All students learned the definitions in 8 to 9 sessions with students maintaining correct responding at 6, 10, and 14 weeks after training. Generalization was also observed. (Author/DB)

This paper reviews the use of self-management procedures such as self-monitoring, self-administering consequences, and self-instructing with students having developmental disabilities. The paper explores definitions of self-management, various self-management procedures, effectiveness in changing behavior, and effectiveness in maintenance and…

This study compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to five elementary students. When a student erred, the teacher modeled the definition and the student either repeated it (ASR) or not (NR). ASR error correction was superior on each of seven dependent variables.…

The author answers responses (EC 222 813-814) to his paper, "Self-Regulation and Mental Retardation" (EC 222 812). Research is encouraged into questions concerning the extent complex and independent adaptive behaviors can be taught to the retarded and the comparative effectiveness of verbal mediators or alternative approaches in…