Many studies have been conducted evaluating the use of feedback in staff training in organizational settings. Central to this literature has been the use of a variety of forms of feedback, including videotaped feedback. A distinction is outlined between video modeling and a variety of possible video feedback procedures. Previous studies have…

Four nonverbal autistic boys (ages 11-16) were successfully taught sign language action-object phrases following an intervention composed of prompting, fading, stimulus rotation, and differential reinforcement. The skill generalized to new situations. (Author/DB)

The effects of three interventions (peer initiation, reinforcement, and prompting) delivered by nonhandicapped students (4th graders) on the social initiation behavior of untrained peers toward a student with severe handicaps were examined. Results indicated the prompt procedure produced the highest levels of positive social initiation from…

A system of graduated guidance was used to teach three children (ages six through nine) with severe multiple disabilities to don and remove their jackets and coats independently. The training approach involved initial use of oversized garments, fading of guidance, and individualized reinforcement. Skill maintenance and generalization were also…

Two experiments in training residents with severe disabilities in key use revealed increased ability to locate keys when reinforced for doing so and successful key use by 20 of 25 participants to open and lock their personal lockers. However, only 36 percent of participants were able to use their keys without prompts. (Author/DB)

Prompting, modeling, and differential reinforcement were used to teach three nonverbal adults with severe to profound mental retardation to exit their group homes at the sound of the house fire alarm. All three learned to exit independently in less than two minutes in all or the majority of surprise fire drills. (Author/JDD)

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)