Sixteen individuals (ages 7-18) with moderate or severe mental retardation were taught to identify 2 comparative discriminations by a static or dynamic presentation procedure. No differences in percentage of unprompted correct responses were found between the two procedures in training, generalization, or maintenance. (Author/JDD)

Forty-seven young children, 15 with disabilities, were observed 4 times for types and levels of engagement. Results indicated that engagement is difficult to measure through molecular data collection techniques because of error in dependability measures. The number of observed sessions could be increased to achieve generalizability, but increases…

Twenty-five children with specific language impairment (SLI) and 25 children with normal language (NL) were presented with novel vocabulary and bound-morpheme learning tasks. SLI children had significantly lower vocabulary learning levels and less ability to generalize bound morphemes than NL children. Results support the storage/access but not…

This book reports results of a National Research Council study and the validity of generalizing from its studies of about 500 occupations to over 12,000 jobs. The use of the General Aptitude Test Battery for prediction is discussed, and its impact and recommendations for future use are considered. (SLD)

This study of four preschool children (two typically developing, one physically disabled, one mildly developmentally delayed) found that use of a simultaneous prompting procedure was effective in teaching expressive word recognition to three of the students. Maintenance and generalization were also successful. (Author/JDD)

Two studies investigating effects of video-assisted training on employment-related social skills of three adults with severe mental retardation found that participants discriminated the target behavior on video, but effects did not generalize to the work setting for two participants until they rehearsed the behavior. (Author/DB)

This paper comments on the Integrative Strategy Instruction Model, the Strategies Intervention Model, the Content Enhancement Model, and Process-Based Instruction, concluding that such integrative models are appealing because they draw teachers of students with learning disabilities away from strategy training in nonauthentic settings and from…

Transferability of skills in learning is discussed, focusing on the notions of cross-disciplinary, generic, core, and transferable skills and their role in the college curriculum. Cross-disciplinary or cross-curricular skills are examined in terms of their relationship to cognitive domains, and transferable skills in relation to social domains.…

Three curricular approaches to spelling instruction are discussed: whole word; phonemic; and morphemic. Sameness analysis is used to indicate the theoretical potential of each approach for helping students with learning disabilities to achieve generalization in their spelling, and the influence of generalization upon retention and transfer is…

This study, which examined the number of minimal-word-pair exemplars necessary for 19 phonologically impaired children (ages 3-6) to meet a generalization criterion, found substantial variability across subjects, though generalization usually occurred following a small number of exemplars. No relationship was found between specific sounds and the…

This study of 52 learning-disabled children, aged 8-13, found that direct feedback and practice improved metaphor interpretation. The approach was highly successful in teaching students to generalize concrete concepts to abstract ones. Further descriptive analyses indicated that grade and reading levels of subjects correlated with metaphor…

Offers strategies for teaching students in all grades self-regulation skills for the purposes of behavior change. Discusses the importance of facilitating generalization, components of self-regulation, steps of self-regulation, selecting a target behavior, graphing and record keeping, and benefits and potential of teaching self-regulation skills.…

Two experiments examined infants' reliance on object shape versus color for word generalization to animate and inanimate objects. Infants were taught labels for either novel vehicles or novel animals using preferential-looking procedure or an interactive procedure. Results of both experiments indicated that infants limited their word…

Opportunities for teaching a young child with autism to request more play were created at multiple points on the playground by momentarily interrupting the child's ongoing play using the behavior chain interruption strategy. The intervention resulted in high rates of correct requesting which were maintained with a new teacher and generalized to a…

Review of the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders identified key issues in the design of these studies. Issues included (1) an emphasis on descriptive analysis; (2) interventions employed and procedural integrity; (3) generalization and maintenance;…