The study compared the efficiency between two pairs of training methods: Backward Chaining Preguidance (a backward order, using prompts) versus Backward Chaining Postguidance (a backward order, using feedback only); and Whole-Preguidance (a forward order, using prompts) versus Whole-Postguidance (a forward order, using feedback only) with 12…

The study with 84 mentally retarded persons (mean IQ 41) concluded that increases of instrumental performance in the response deprivation schedules employed were due to the contingency and not noncontingent deprivation, and that the effectiveness of therapeutic reinforcement programs is influenced by the presence of alternative responses.…

This doctoral dissertation examines the extent to which general case simulation instruction on a janitorial task sequence and a housekeeping task sequence conducted with four secondary and postsecondary age persons with moderate mental retardation resulted in generalized performance. A multiple baseline design across subjects and behaviors was…

Eight high school students with moderate and severe retardation were trained to locate 15 grocery items through Isolated In Vivo training and Simulation-Plus-In Vivo training. Results indicated that generalization was more likely when the range of stimulus variation in training examples was expanded via in-class simulations. (Author/CL)

Presented is a six step technique for teaching bowling skills to trainable mentally retarded children. (DB)

An instructional procedure composed of a graded sequence of prompts and token reinforcement was used to train three mildly/moderately retarded males (12 to 24 years old) in a complex chain of behaviors which included sorting, washing, and drying clothes. Follow-up probes demonstrated maintenance of laundry skills over a 10-month period. (Author)

Reinforcement contingencies defined by the response deprivation hypothesis were evaluated with three moderately mentally retarded persons (ages 17, 18, and 19). In the presence of the low probability, freely available response, a consistent reinforcement effect was evident whereas in the presence of a high probability response, the reinforcement…

The effectiveness of a mand-model plus correction procedure in developing requesting behavior by two severely or moderately retarded adults was assessed in two experiments. Both subjects acquired the behavior and maintained it (with reduced fluency) at two-month followup. (Author/DB)

Effectiveness of social-skills training, interpersonal problem-solving training, and a combination in improving social competence of 33 moderately and mildly mentally retarded adults was evaluated. Treated Ss improved on role-play tests of social skills and moderately retarded treated Ss improved relative to moderately retarded controls on the…

Four trainable mentally retarded (TMR) children (6 to 9 years old) were taught a three piece assembly task. They were taught to verbalize the steps in the designated sequence before actually assembling the objects. (Author)

The study identified eight environmental stimuli present during the training of two moderately retarded students (ages six and nine). Results demonstrated that by altering one stimulus at a time, correct responding continued. Implications of the findings for stimulus control and generalization training are discussed. (Author/DB)

Siblings of three moderately retarded children were taught to use a prompt sequence and social praise to train siblings in domestic tasks. The training skills of the nonhandicapped children generalized to teaching new skills and the independent skill performance of handicapped siblings increased as a result of the training. (Author/DB)

Analyses of questionnaires on instructional practices answered by 67 teachers of trainable mentally retarded students and 45 teachers of profoundly mentally retarded students identified similarities and differences in seven categories: personal/professional information, professional preparation, classroom teaching activity, classroom management,…

Twenty trainable mentally handicapped adolescents and adults received 15 training sessions involving discrimination of pictured objects representing five categories from unrelated objects. (Author/GW)