Two moderately retarded adolescents received instruction on peer-training skills to teach a vocational task to classmates; subsequently, one peer trainer taught three peers to complete a complex vocational task. Results indicated that peer training can be an effective instructional procedure, with generalization occurring for both the trainers and…

Describes a series of workshops for family and friends of institutionalized elderly persons designed to inform them of the nature of communication, how it is affected by the aging process, the psychological and neurological nature of communication impairments, and how to manage situations in which communication breaks down. (Author)

Five dental residents provided with patient behavioral management training showed improved performance of specific dentist-patient behaviors than those not given the training. The training is seen as successful because it was highly focused, behavior-specific, individualized, and carefully monitored. (MSE)

Discusses aberrant, or disruptive, behavior in an industrial/business, classroom-based, instructor-led training setting. Three examples of aberrant behavior are described, typical case studies are provided for each, and preventive (long-term) and corrective (on-the-spot) strategies for dealing with the problems are discussed. (LRW)

Assesses the effectiveness of training procedures focusing on the acquisition of memory knowledge for 58 second graders. Explicit and implicit training groups were superior to a practice control in recall performance, category organization during study and recall, and metamemory concerning organization as a strategy. (RJC)

Fourteen students, aged 7-24, with severe developmental disabilities who exhibited frequent aggression, self-injury, and/or tantrums were assessed to engage in problem behavior maintained by social attention or by escape from unpleasant situations. The differential effectiveness of praise and time-out was measured, indicating the importance of…

A posture screening program for Portland State University students is described in terms of (1) program components and time requirements, (2) materials used, and (3) training of posture screeners. The article includes samples of posture analysis and evaluation forms, illustrations of posture enhancement exercises, and photos of the posture area.…

The study with four pairs of developmentally delayed preschoolers found a slight but discernible advantage of using the time delay procedure rather than the increasing assistance procedure to teach complex, chained-response self-help skills. Considerable learning also resulted solely from the observation of instruction. (Author/DB)

Five profoundly mentally retarded adolescents and adults were taught to respond to an auditory-visual complex stimulus. Later, the auditory component alone was presented, and three subjects did not respond. These subjects then received a fading program which successfully established auditory stimulus control with two subjects. (MSE)

The paper describes a strategic models approach to programing for severely handicapped students which incorporates behavioral, developmental, adaptive remedial, and functional teaching approaches. The role of the staff member and assessment and intervention strategies within each approach are presented. (Author/DB)

Observation of four elementary grade learning disabled children about six months after a social skills training program found generalization of new skills by all subjects to new environments. Training included generalization training in the form of systematic attention by teachers and parents in the new environments. (Author/DB)

Describes how instructional designers can use a combination of job task/function analysis and job competence assessment to construct a performance profile for managers that identifies characteristics of a successful performer. An ideal role micro approach is explained, and the design of training programs based on the performance profile is…

Describes how trainers can promote trainee flexibility and increase the effectiveness of their instruction by using skill related, principle based rules. Highlights include skill performance variables; analyzing skills to derive principles; converting principles into rules; and how to integrate principle based rules into skill instruction. (LRW)

The basic information needed by trainers who wish to use video to achieve training outcomes is presented. Topics covered include (1) uses of video; (2) video equipment; (3) prerecorded video; (4) feedback via video; (5) management approval; (6) program development and production; (7) external contractors; and (8) interactive video. (CH)

A choice assessment was used to categorize reinforcers as high, middle, and low preference with 4 males (ages 7 to 19) with multiple disabilities including severe/profound mental retardation. High-preference stimuli consistently functioned as reinforcers for all subjects whereas low-preference stimuli did not function as reinforcers. (Author/DB)