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| Duker, Pieter C. | 1 |
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Peer reviewedDuker, Pieter C.; Jutten, Willy – Education and Training in Mental Retardation and Developmental Disabilities, 1997
A procedure involving prompting, repetition of the correct response, and reinforcement was effectively used to teach three adults with profound mental retardation gestural yes-no responding. However, reliable generalization of the individuals' responses across settings or persons did not occur even after generality training. (Author/DB)
Descriptors: Adults, Communication Skills, Generalization, Interpersonal Communication
Peer reviewedMitchell, Rebecca J.; Schuster, John W.; Collins, Belva C.; Gassaway, Linda J. – Education and Training in Mental Retardation and Developmental Disabilities, 2000
Three students (ages 14-16) with mild mental retardation were taught to use an auditory prompting system to complete the vocational tasks of cleaning a bathroom in a classroom setting. Students acquired the skills and generalized them to a novel setting. There were mixed results concerning maintenance of the skills. (Contains 10 references.)…
Descriptors: Generalization, Instructional Effectiveness, Job Skills, Maintenance
Peer reviewedHemmeter, Mary Louise; And Others – Education and Training in Mental Retardation and Developmental Disabilities, 1996
This study investigated the effectiveness of teacher-implemented naturalistic language intervention within play activities for four elementary students with moderate mental disabilities. While students showed significant increases in numbers of spontaneous language targets used during the intervention condition, they demonstrated minimal…
Descriptors: Elementary Education, Generalization, Incidental Learning, Instructional Effectiveness
Peer reviewedMcDonnell, 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
Peer reviewedRomer, Lyle T.; And Others – Education and Training in Mental Retardation and Developmental Disabilities, 1994
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…
Descriptors: Adults, Communication Skills, Developmental Disabilities, Generalization
