Three severely handicapped adolescents were trained, using a picture prompt package, to complete three complex vocational or daily living tasks. All students required many training sessions to learn the first training task, but generalized their use of the pictures across settings without additional training. They needed substantially reduced…

Four trainable mentally retarded (TMR) children (6 to 9 years old) were taught a three piece assembly task. They were taught to verbalize the steps in the designated sequence before actually assembling the objects. (Author)

Two moderately retarded adolescents received instruction on peer-training skills to teach a vocational task to classmates; subsequently, one peer trainer taught three peers to complete a complex vocational task. Results indicated that peer training can be an effective instructional procedure, with generalization occurring for both the trainers and…

Five young adults and three junior high students, with moderate mental retardation, were trained first to label characters verbally and then to enter the characters into computers, calculators, or checkbooks. Almost all subjects were able to generalize the use of verbal labels and key-entry skills across tasks and settings. (Author/JDD)

Tactile cues were provided to a 19-year-old deaf, blind, and mentally retarded individual to guide her performance on packaging tasks. The tactile prompts effectively guided her on the training task and were also generalized to novel tasks and cues. Continued use of the cues was necessary to maintain performance. (Author/JDD)