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| Discrimination Learning | 3 |
| Training Methods | 3 |
| Instructional Effectiveness | 2 |
| Mental Retardation | 2 |
| Prompting | 2 |
| Stimuli | 2 |
| Adolescents | 1 |
| Computer Assisted Instruction | 1 |
| Cues | 1 |
| Daily Living Skills | 1 |
| Difficulty Level | 1 |
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| Journal Articles | 3 |
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Peer reviewedSteege, Mark W.; And Others – Journal of Applied Behavior Analysis, 1987
The study compared the effectiveness of a traditional training procedure (least-to-most restrictive prompt sequence) and a prescriptive training procedure (utilizing ongoing behavioral assessment data to identify discriminative stimuli) with four severely/multiply handicapped students (ages 11-19). Results indicated both procedures were effective…
Descriptors: Adolescents, Discrimination Learning, Efficiency, Instructional Effectiveness
Peer reviewedHoko, J. Aaron; LeBlanc, Judith M. – Research in Developmental Disabilities, 1988
Because disabled learners may profit from procedures using gradual stimulus change, this study utilized a microcomputer to investigate the effectiveness of stimulus equalization, an error reduction procedure involving an abrupt but temporary reduction of dimensional complexity. The procedure was found to be generally effective and implications for…
Descriptors: Computer Assisted Instruction, Difficulty Level, Discrimination Learning, Error Patterns
Horner, Robert H.; And Others – Journal of the Association for Persons with Severe Handicaps (JASH), 1986
Six retarded young adults were trained to select grocery items using picture cards as cues and to reject either (1) maximally different negative examples or (2) minimally different negative examples. Training with minimally different negative examples was functionally related to improved rejection of nontrained negative items in a nontrained…
Descriptors: Cues, Daily Living Skills, Discrimination Learning, Food Stores
