This study assessed the differential effectiveness of two types of response delays on correct responding (with communicative gestures) by three individuals with severe mental handicaps to training instructions. Results showed that response delay was effective in increasing the number of correct responses in two of the three individuals. (DB)

A graduated guidance procedure was used to teach 4 boys (ages 9-14) with autism to follow photographic activity schedules to increase on-task and on-schedule behavior. Use of the schedules produced sustained engagement which generalized to a new schedule with a new sequence of photographs. Subjects were able to independently change activities in…

Two rule-based (truncation and contraction) abbreviation expansion encoding methods and 1 non-rule-based (random) method were evaluated for learning curve and retrieval speed with 66 adults. The truncation method resulted in faster retrieval than the other two methods. Results have implications for training users of augmentative communication…

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)

Using an ABAB design, two procedures for requesting a change of activity were compared for their effect on the stereotypic behavior of a man with autism. One procedure requested immediate change of activities, whereas the second procedure gave advance notice of a change. Less stereotypy occurred when advance notice of change was given. (Author/DB)

The study, with 32 adolescents with mild mental retardation and controls, found that imagery practice facilitated the execution of the reaction time component of a motor task and sometimes facilitated performance of the movement time component of the motor task. (DB)

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 time delay procedure was used to teach three children (ages 5-9) with autism to ask the question "What's that?" when novel stimuli were presented, and generalization of the skill was assessed. Results suggest that children with autism can be taught to ask questions that lead to acquisition of new information. (Author/DB)

A review of 20 research studies on the use of constant time delay in teaching chained tasks is analyzed in regard to demographic variables (participants, settings), procedural variables (probe format, delay sessions), outcome measures (effectiveness, generalization), and methodological adequacy (dependent and independent variable reliability). (DB)

The performance of two adults, one with moderate and one with severe mental retardation, in a community employment site was compared. Results indicated that both participants learned to perform the target tasks equally well though the individual with severe mental retardation required substantially more training. (DB)

This study, with six high school students with moderate to severe disabilities, found that students who received concurrent sequence training demonstrated better generalized performance in three nontrained grocery stores than students who had received serial sequence training, once training criterion was attained though training required more…

Describes an investigation of videodisc applications and their adaptation for training programs which focused on a lesson on preparation and administration of intramuscular injections taught at the U.S. Army Academy of Health Sciences. Results indicate students using videodisc may not learn more but learn faster and retain information longer. (MBR)

A retrospective review of 51 studies from 22 journals (1976 to 1990) concerning generalization of social skills training with preschool children was conducted. Strategies employed by the most successful studies were identified, such as addressing functional target behaviors; using prompts, positive reinforcement, and feedback strategies; and…