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Training Adults with Moderate and Severe Mental Retardation in a Vocational Skill Using a Simultaneous Prompting Procedure.
Peer reviewed Peer reviewed
Maciag, Karen G.; Schuster, John W.; Collins, Belva C.; Cooper, Justin T. – Education and Training in Mental Retardation and Developmental Disabilities, 2000
Ten adults with moderate and severe mental retardation were taught to construct shipping boxes using a dyadic instructional format in which each member of the dyad received instruction on one half of the task analysis on an alternative basis. Four of the five dyads learned to construct shipping boxes. (Contains references.) (Author/CR)
Descriptors: Adults, Instructional Effectiveness, Prompting, Severe Mental Retardation
Using a Self-Instructional Training Package To Teach Complex Problem-Solving Skills to Adults with Moderate and Severe Disabilities.
Peer reviewed Peer reviewed
Bambara, Linda M.; Gomez, Ophelia N. – Education and Training in Mental Retardation and Developmental Disabilities, 2001
A study assessed effects of a self-instructional package on complex problem-solving skills by three adults with intellectual disabilities. Problem situations were embedded in the participants' daily routines that consisted of multiple task sequences. The training package was effective in producing generalized, complex correct problem solving in…
Descriptors: Adults, Instructional Effectiveness, Problem Solving, Self Management
The Acquisition, Transfer, and Generalization of Requests by Young Children with Severe Disabilities.
Peer reviewed Peer reviewed
McDonnell, Andrea P. – Education and Training in Mental Retardation and Developmental Disabilities, 1996
Effects of two instructional trial scheduling formats (massed practice only, versus combined massed practice and distributed practice) on acquisition, transfer, and generalization of explicitly prompted requests were studied with five children with severe mental disabilities, ages 4-8. General case/naturalistic teaching was effective for all…
Descriptors: Drills (Practice), Early Childhood Education, Generalization, Instructional Effectiveness