The study found that simulation instruction on two representative teaching examples for each of two job task sequences resulted in concurrent generalized performance by four severely retarded adults. (Author/DB)

Stokes, Osnes, and Guevremont's (1987) implicit definition of correspondence classes is fundamentally procedural. A contingency-space analysis, on the other hand, is independent of specific procedures and focuses attention on problems inherent in some procedural definitions. It addresses the issue of distinguishing specific instances from classes.…

The acquisition of productive intraverbal behavior involving the emission of thematically related responses was evaluated with three mentally retarded children (13-16 years old). Training was conducted using an errorless discrimination procedure (prompt delay) and a variation to transfer vocal responses from control of visual stimuli (tact…

An alternative descriptive approach to selecting good examples of a category for generalization learning was compared to the standard system (a seven-point rating scale). Results revealed that the descriptive procedure is a viable alternative for teachers. Suggestions are offered for instruction of generalized object categories. (CL)

Interventions were employed to program maintenance following correspondence training with two nonhandicapped 4-year-olds. Results indicated that target behaviors were maintained under less intrusive interventions and in the absence of programmed contingencies during extended follow-up conditions. (Author/CL)

Results of a study involving an autistic adolescent revealed that spontaneous interactions with and initiations to nonhandicapped peers increased with the introduction of the second training peer. Across-peer generalization was more evident after training with the third peer and continued after cessation of training tactics. (Author/CL)

The authors detail sequence for teaching independent living skills to optimize generalization for severely handicapped persons. Six steps are addressed and examples offered: (1) define the activity's parameters; (2) analyze activity's variations; (3) select representative teaching examples; (4) sequence representative teaching examples; (5) teach…

A parent training program emphasizing acquisition of general (as opposed to task-specific) techniques facilitated spontaneous generalization of parenting skills from the school to the home for one parent, but not for a second parent. (Author/CL)

A self-monitoring activity in the clinical setting led to generalization of correct speech sound to spontaneous speech outside the treatment setting for 13 misarticulating elementary students. (CL)

The effectiveness of applied behavioral programming in teaching lip closure was investigated with three severely retarded students (9-13 years old) with oral motor dysfunction. Results revealed dramatic increases in functional lip closure when an appropriate adaptive device was combined with behavioral intervention. Functional lip closure…

Six autistic children were trained to use their sign repertoire to make spontaneous requests of adults. Training consisted of imitative prompting, fading, and differential reinforcement, with aspects of incidental teaching. Ss displayed increased rate and variety of spontaneous sign requests and generalization of spontaneity across different…

The techniques of fading response prompts with severely handicapped students are described, comparative studies related to the methods are reviewed, and a framework for future research is proposed. Among methods considered are decreasing assistance, time delay, and graduated guidance. (CL)

To succeed in moving into regular class settings, learning disabled and other handicapped students must acquire generalization strategies. Approaches to aid generalization include verbal or written instructions, feedback, reteaching and positive practice, rewards or contracts, and peer cooperation. (CL)

Four elementary age moderately disabled students were taught to use a picture-prompt prosthetic to make vending machine purchases. All students reached criterion on the vending machine use task, demonstrated partial generalization to untrained machines, and three Ss exhibited maintenance as much as six weeks beyond the termination of instruction.…

Three groups of children, thirty in each group (3-4, 5-6, and 7-8 years), were shown an ambiguous color labeled green or blue or unlabeled. They were then given a generalization test to determine if the provided label would produce differences in the shape of the generalization gradient. (JH)