A home-based ecobehavioral parent-training package with a low-income single-parent referred for child neglect, and her seven-year-old son was effective in increasing the mother's frequency of descriptive praise and in producing demonstrable changes in the untreated corollary behaviors. Maintenance probes conducted two and six months following the…

Four high-school-age students with autism and severe disabilities were trained to initiate and sustain social interactions with nondisabled peers at two community job sites. Results showed that all Ss acquired a chain of social break behaviors using one peer trainer. (Author/CL)

To examine the effectiveness of natural environment language training on social competence, teachers introduced delays during predetermined opportunities with three disabled preschoolers. The number of vocal requests initiated by the Ss increased substantially, and their social competence was enhanced. (CL)

An 11-year-old nonverbal boy diagnosed autistic was trained to communicate wants and needs with manual signs. Sign training in the corner of the classroom had no effect on generalization or maladaptive responses, while training in the natural setting was functionally related both to use of signs across the school day and dramatic reductions in…

A 12-step procedure was used in teaching five minimally literate, male juvenile offenders to read and interpret prototypes of road signs displaying words, and a 5-step procedure for interpreting a sign without words. All students' correct responses in reading and interpreting signs increased and were maintained during subsequent post-checks.…

Via a demonstration-plus-model technique, the equal additions method of subtraction was used to teach seven learning disabled students (grades 3-5) subtraction requiring reqrouping. Results suggested that instruction in the equal additions method was effective in producing an increase in student computaton of subtraction with regrouping. All Ss…

Assessed whether experimentally induced learned helplessness on a cognitive training task generalized to a situationally dissimilar social interaction test task. No significant differences were observed between groups on the subsequent test task, showing that helplessness failed to generalize. (Author/ABB)

The educational process is presented as moving through a three-stage cycle: the romance stage, the stage of precision, and the stage of generalization. (MD)

Examined seven-month-old infants' perceptions of happy and fearful facial expressions. Infants could generalize discrimination of expressions across male and female faces if first familiarized with happy faces. Infants tended to look longer at fear faces than at happy faces. Preferential responding was not specific to any individual face.…

Training was effective in producing acquisition and generalization of visual analogy strategies by 19 educable mildly retarded students (12-16 years old), but there was no evidence that cognitive style (reflection-impulsivity), either alone or in combination with the training program, affected acquisition or generalization. (Author/CL)

Teaching exceptional children to use verbal cues to control nonverbal behaviors is suggested as a procedure for establishing adaptive behaviors and as a self-management strategy for ensuring generalization and maintenance of new responses. (Author/CL)

Seven intellectually handicapped (IH) children were integrated into a mainstream school on a part-time basis over a period of 18 weeks. Compared to IH children in the special school, integrated children showed larger increases in associative play in the special school free-play period but no differential change in classroom behavior. (Author/CL)

This book is for people with an interest in algebra whether as a learner, or as a teacher, or perhaps as both. It is concerned with the "big ideas" of algebra and what it is to understand the process of thinking algebraically. The book has been structured according to a number of pedagogic principles that are exposed and discussed along the way,…

The effects of modeling and corrective feedback on the conservation of equalities and inequalities were studied. Both training methods were successful in teaching children to conserve. Trained children were also capable of generalizing their learning to new conservation tasks. (CS)

Rejoinder to PS 502 062 which in turn is an alternative analysis of authors' study presented in PS 502 061. (MB)