Previous research suggests that language-training procedures for children with autism might be enhanced following an assessment of conditions that evoke emerging verbal behavior. The present investigation examined a methodology to teach recognizable mands based on environmental variables known to evoke participants' idiosyncratic communicative…

Education has seen its share of trends and movements that either help or hinder the optimal development of the gifted child. In 2001, Congress passed No Child Left Behind (NCLB) in a concerted effort to reach children who were not meeting minimal standardized goals of achievement. Response to Intervention (RtI) is yet another approach to ensure…

A new approach in teaching long division, based on a theoretical model of how the brain functions in problem solving, was presented to a group of five mentally ill adolescents who were previously unable to learn long division. (Author)

Accentuated conditions, during which animated motion pictures of objects blended into their customary printed words, was found more effective than the conventional look-say presentation of objects and words in teaching retarded persons to read. (KW)

The study investigated the development of language interrogatives in ten deaf children (ages six to eight years) through a program using expanded question structures. (Author/PHR)

The effectiveness of two teaching procedures--antecedent and contingent modeling--in teaching basic sight vocabulary to learning disabled children was tested with two primary-school-age boys with severe reading disabilities. (Author/DLS)

The study investigated a strategy for teaching two moderately retarded adults to perform skills required for driving an automobile. Training consisted of two phases--simulator training and driving-range training. Data supported the claim that moderately mentally retarded individuals are capable of performing complex behaviors. (SB)

It was concluded that automatic generalization within or across response modalities is not necessarily an inevitable result and therefore may require explicit programing. (Author)

Ten moderately retarded adults learned a set of 16 logographic signs. The results supported the feasibility of a logographic system for nonreading retarded adults. (Author)

The authors refute attempts to reject modality based instruction for reading disabled students. They suggest that although no incontestible evidence justifies modality based instruction, further research on the issue should be conducted. J. Kampworth responds by emphasizing the lack of conclusive data. (CL)

Ten functionally nonreading subjects were quickly taught letter-sound associations by an object-imaging-projecting method utilizing 26 actual objects found around the home, each object having a name whose beginning sound is a letter sound, and having a form very similar to the letter form. (Author/DB)