Two persons (ages 15-24) with developmental handicaps were taught by 2 therapists under varying punishment conditions. Results indicated that the task being taught was mastered by each subject only when the therapist delivering punishment was teaching and that each subject made more eye-to-face contact when the therapist delivering punishment was…

Four students, aged 15-19, with moderate mental retardation learned to cash checks and use an automatic teller through either a decreasing prompt hierarchy or time-delay procedure. Both strategies led to acquisition of target tasks and were equally effective in producing performance maintenance; however, the decreasing prompt hierarchy was more…