Descriptor
Author
| Collins, Belva C. | 3 |
| Brigham, Rick | 1 |
| Browder, Diane M. | 1 |
| Morse, Timothy E. | 1 |
| Schuster, John W. | 1 |
| Singleton, Dana K. | 1 |
| Snyder, Jim. | 1 |
| Stinson, Dawn M. | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Guides - Classroom - Teacher | 1 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
Education Level
Audience
| Practitioners | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Browder, Diane M.; And Others – Education and Training of the Mentally Retarded, 1984
To maximize effectiveness of instruction in daily living skills, teachers need procedures that are applicable to small group instruction, that promote generalization, and that can be replicated across skills. Eight moderately mentally retarded adults acquired and generalized daily living skills through a combination of instructions in reading…
Descriptors: Adults, Daily Living Skills, Functional Reading, Generalization
Peer reviewedCollins, Belva C.; Stinson, Dawn M. – Exceptionality, 1995
Key words from product warning labels were taught to four adolescents with moderate mental disabilities using flash cards and a progressive time-delay procedure. Although students mastered the words in a relatively short time with minimal errors, generalization probe data with actual products across settings revealed the need for instruction to…
Descriptors: Functional Reading, Generalization, Instructional Effectiveness, Moderate Mental Retardation
Peer reviewedCollins, Belva C. – Exceptionality, 1995
These thoughts, by an author of a paper (EC 611 428) on teaching adolescents with moderate mental retardation to read key warning label words, focus on the importance of teaching for generalization or teaching word recognition using actual labels and encouraging an appropriate behavioral response. (DB)
Descriptors: Functional Reading, Generalization, Instructional Effectiveness, Moderate Mental Retardation
Peer reviewedSingleton, Dana K.; Schuster, John W.; Morse, Timothy E.; Collins, Belva C. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
Both simultaneous prompting and antecedent prompt and test procedures were effective in teaching four adolescents with moderate mental retardation to read grocery sight words. However, the antecedent prompt and test procedure was more efficient on measures of acquisition and the simultaneous prompting procedure was more efficient on measures of…
Descriptors: Adolescents, Basic Skills, Daily Living Skills, Efficiency
Brigham, Rick; Snyder, Jim. – 1986
The guide is intended to help teachers of mildly handicapped (learning disabled, behavior disordered, and mildly retarded) students develop and modify language arts activities keyed to specific learning needs. A preliminary chapter discusses principles of teaching for mastery and generalization including sequential modification, identifying and…
Descriptors: Daily Living Skills, Elementary Secondary Education, Functional Reading, Generalization
