A forward-chaining, partial-task training method was found effective in teaching bill paying skills via check writing to four adults with developmental disabilities attending a day treatment program. The skills were maintained over a two-month follow-up and generalized across novel types of bills. Bank personnel and teachers validated the improved…

The performance of a 3-year-old with Rett Syndrome in a Contingency Intervention Program using head and hand switches and adapted toys was assessed over 18 months. Learning contingent control of the stimuli positively motivated the child, promoted attention to toys and objects, and generalized to the classroom. (SW)

Five adults with developmental disabilities were trained on six interactional skill areas using the "Sorry" game format. The study involved natural environment training, role playing, and modeling of correct responses only as an error correction procedure during training. All participants increased their use of trained behaviors during…

Eleven mothers with developmental disabilities who provided neglectful child care received parent training. The training (consisting of verbal instructions, pictorial manuals, modeling, feedback, and reinforcement) resulted in rapid acquisition and maintenance of child-care skills in all mothers. (Author/JDD)

The effects of independent living training programs for 1,498 people with developmental disabilities were examined. After seven years, individuals who had received greater amounts of independent living services and improved/maintained their independent living skills were more likely to still live independently. There was no relationship between…

This guide presents strategies for increasing choice opportunities for people with moderate to severe developmental disabilities. Because choice opportunities are easily overlooked, these strategies are intended to provide a systematic way to ensure that simple, but important, daily choices are made available. The guide describes basic principles…

We examined some conditions under which a response acquired as a tact might facilitate the establishment of a mand. We taught 3 participants with developmental disabilities to tact the items ranked highest and lowest in a preference assessment and subsequently tested to see if the responses occurred as mands. All participants manded for the highly…

Twelve children (ages 40-62 months) with developmental disabilities were divided into 2 groups. One group received functional communication training as an intervention for their challenging behavior, and the second group received time-out. Both interventions were initially successful, but durable results were achieved only with functional…

Four adults with moderate/severe disabilities were taught to request objects by using the manual signs "want" or "please" plus an object label sign, within the context of familiar activities in which needed objects were missing. All participants acquired a generic requesting response, and three acquired an explicit requesting…

This paper addresses the problems of intervention in families with retarded or abused children, focusing on educational interventions aimed at increasing parenting skills. Clinical activities and research findings of the Project for Developmental Disabilities at UCLA are cited to illustrate several problems and to suggest potential solutions. A…

Three adolescents with developmental disabilities and severe behavior problems received eye-contact skill training using a contingency management approach in a community-based residential treatment center. The intervention produced significant increases in positive eye contact across two social settings. Staff reports of increased social…

Whole task training and graduated guidance were used to teach independent dressing skills to two developmentally disabled 4-year-olds. After the boys acquired basic dressing skills, additional practice (fluency training) elevated their performance to socially validated rates. Follow-up showed that the skills were maintained and generalized to…

A peer intervention program to improve communicative interaction and social integration of preschoolers with moderate developmental disabilities is described. Children without disabilities are taught facilitative strategies which are not particularly intrusive and do not obligate responses by the disabled child. The facilitative strategies…