A visual prompting procedure was instituted to train four mildly retarded elementary children to make purchases. Results indicated all students acquired coin skills taught during training, generalized skills to untrained items, and maintained skills over a four-week interval. Removal of visual prompts (fading) resulted in improvement for all…

The main features of a multiple site, structured case study design are presented. The nature of explanatory patterns, how case study investigators pursue and recognize valid patterns, and how an analyst can apply the same logic to cross-site analysis are discussed. (Author/BW)

Functional Family Therapy (FFT) with status delinquents has undergone careful scrutiny in well designed studies. Describes three replications which extended FFT to new populations, utilized less formally trained therapists, and applied it in new treatment contexts. Provides support for the generalizability of FFT across client and therapist…

The paper examines cognitive and metacognitive teaching practices in relation to theories of motivation, showing how and why they may inadvertently impede the learning disabled trainee's strategy of generalization. Ways for teachers to counteract such practices as well as implications for research needs are discussed. (Author/CL)

A 15-year-old with severe handicaps who exhibited minimal intentional communicative behavior was taught to discriminately encode three classes of communicative functions. Results suggest that pragmatic discriminations can be established early in a sequence of communication intervention. The S used requesting and rejecting spontaneously in other…

An 18-year-old youth placed in a residential state mental health facility because of social skills deficits participated in treatment over a 48-day period in which the student was observed in four settings. Results suggest that the skills taught--greetings and thanking behavior--were maintained and generalized to three natural settings. (Author/CL)

To examine the relative effects of using photography and actual objects in training for generalization, 24 severely-moderately retarded adults were taught a simple industrial task. The use of photography as stimulus materials produced inferior results to those obtained from using actual objects or conventional teaching. (Author/CL)

Six adults with severe disabilities were taught to purchase coffee in a community restaurant using a 46-step task analysis, a prompt hierarchy of least to greatest prompts, and social reinforcement. Ss demonstrated competencies equal to non-handicapped customers and maintained these skills at a two- to five-month follow-up. (Author/CL)

Analysis of Individualized Education Program objectives of 22 special education students revealed that although a considerable number of objectives related to the development of potentially functional skills, very few suggested the desirability of generalized performance. (Author/CL)

Results indicated that the two treatment conditions (speech and speech-sign) did not differ significantly for either learning or generalization with 10 Down's Syndrome three-seven year olds. The data did, however, indicate that individual patterns of acquisition were evident among the children. Caution is advised concerning automatic adoption or…

Evaluated self-instructional interventions in an attempt to improve the generalization of training effects with non-self-controlled children (N=72). Results showed that, although children in the self-instruction group demonstrated gains on the task used during training, either these children nor those in the didactic control group showed…

The assessment of generalization has become a priority of applied behavior analysis. The study provided a thorough assessement of the generality of a comprehensive self-control intervention designed to increase the math performance of an underachieving student in a regular elementary school classroom. (Author/DB)

Results showed that the graduated prompting procedure was effective in training reach-grasp responding in all three children; for one child, effects were durable over repeated treatment applications, but not maintained during withdrawals; for another child, the procedure was effective in teaching reach-grasp responding in all three positions.…

Six severely mentally retarded adolescents acquired and generalized semantically based utterances more quickly when they were trained in the active participation conditions with real objects and behaviors rather than in the pictorial representation condition in which pictures depicting semantic-grammatical rules were used. (CL)

An adult chronic schizophrenic, residual type, with an additional diagnosis of mild-moderate retardation, received social skills training (SST). Videotaped role-play assessments showed change occurred following SST, while a multiple-baseline design demonstrated functional control over the behaviors. (Author/CL)