Literature on the use of affective educational approaches and behavioristic approaches with mildly retarded children is reviewed, and it is suggested that educators concentrate upon the functional compatibility of the two approaches in program development. (SBH)

Teaching procedures involving differential reinforcement, modeling, and physical priming were used to train a severely retarded woman (30-years-old) to assemble a saw chain. (IM)

Modeling, verbal instructions, and feedback were used successfully in training a severely retarded adult to ride a bus safely and independently to and from work. (Author)

Examined are the implications of independent ambulation for severely retarded children and reviewed is the literature describing behavioral interventions which facilitate walking. (Author)

Provided are strategies for teaching activities of daily living (ADL), which include dressing, eating, grooming, toileting, and basic homemakine, to severely retarded students. Reviewed are the steps necessary to teach ADL skills: ADL assessment, identification of appropriate strategies and tactics, and task analysis. Explained are four common…