The problem of teaching relational discriminations to people with mental retardation is examined. The limitations of several commonly used teaching procedures are discussed and alternative approaches to simple-discrimination learning are described. Results of two preliminary single-subject studies demonstrating the feasibility of these approaches…

The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…

A stimulus equivalence procedure for the acquisition of English and Spanish words was evaluated with two adolescents having head injuries. Following training on one task, subjects attained and maintained high scores on all matching-to-sample tasks. Results suggest the procedure is effective for teaching foreign language skills to head-injured…

The study compared the task demonstration model and the standard prompting hierarchy in training 8 persons (ages 16-21) with moderate or severe mental retardation on a discrimination task. The task demonstration model was found to be superior during both training and generalization phases. (DB)