The authors review recreation/leisure training programs conducted with moderately/severely disabled individuals. Emphasis is placed on databased task-analytic, instructional efforts and recent curriculum volumes/position papers. Programing implications include the value of task sequences involving gradual increments in response requirements.…

This article presents a matrix model to train individuals with severe handicaps to use language skills in spontaneous language situations. The model takes into account listener preparatory behaviors and contextual variables. The model suggests procedures for efficient training for generalization. (DB)

General case programing can enhance generalization in individuals with severe disabilities. Making the procedure effective involves: considering activities appropriate for general case programing, selecting examples for teaching and probe testing, determining order of presentation of examples, and determining location of instruction. A list of…

Procedures were developed to teach two young children with severe handicaps to get an adult's attention and make a request. Both mastered a routine of getting up, walking over to the adult, and exhibiting appropriate attention-getting behavior after training. Behavior was maintained at a three-week follow-up. (Author/PB)

The first section of this book presents an overview and history of the problem of skill generalization among students with severe handicaps. Researchers review empirically based strategies proposed to remedy the problem, discuss the characteristics and foundations of decision rules which can be used to determine which strategy will work best in a…

The authors sugggest that where in vivo instruction alone is unfeasible, practitioners should employ both training formats concurrently with moderately and severely handicapped students. Five guidelines for making simulated instruction a more effective adjunct to community instruction are discussed. (Author/CL)

Four methods for response prompting and fading are reviewed: increasing assistance, decreasing assistance, graduated guidance, and time delay. Comparative investigations involving these methods are discussed, and recommendations for practitioners and for future research are included. (Author/JDD)

This article presents guidelines for providing individuals with severe disabilities with a wide range of personal choices. It provides a rationale for teaching all individuals to participate in meaningful choice-making; describes basic types of choices; and suggests ways to generalize choice-making skills across settings, times, and people. (DB)

The monograph is intended to help parents or professionals teach severely handicapped children eating and drinking skills through the problem-oriented approach. The approach focuses on identification of the problem which restricts development of the skill, and selection of an alternative strategy for sequential teaching. The first section, on…

The characteristics of the skill clusters involved in community living response chains were studied, focusing on the length of the chain, the response classes contained in the chain, and the implicit variations within the chain. Instruction of response chains can be enhanced through consideration of the stimulus control strategies used.…

The paper presents a seven-step model that job coaches may use to teach self-management to employees with severe disabilities in supported employment settings. Steps include: identifying the problem, establishing a range of acceptable behavior, selecting self-management procedures, training self-management skills by withdrawing external…

Three high-school students with severe disabilities were taught to initiate and maintain a conversation independently across a variety of school settings with nonhandicapped students as communication partners. The conversation initiation and "turntaking" skills generalized to conversation opportunities in other settings and with other…

The study examined the relationship between performance of 19 severely handicapped students under training conditions and under each of two types of probe conditions: (1) multiple opportunity (the student is given an opportunity to perform every step in a task analysis); and (2) single opportunity (the student is not given the opportunity to…

A training manual for teaching functional sign training to the severely multiply handicapped was developed using the Signing Exact English (SEE) system. The program, which was adapted from the Functional Speech and Language Training Program, is designed for persons who lack refined motor, speech, and language skills. Procedures are outlined to use…

Proposes that the repetitive and stereotyped behavior displayed by many children with severe disabilities may be used as part of the child's educational program. Discussion is on recent research into stereotyped behavior, functionally equivalent behaviors, the relevance of early normal development, the social context of learning, and ways to use…