Cover, copy, and compare (CCC) is a study strategy in which students cover their notes, attempt to copy them, and then compare for accuracy. We evaluated whether CCC could be used to establish equivalence classes with undergraduate students. A video training package and experimenter feedback were used to teach participants to engage in CCC with…

Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting. (Contains 1…

Programming common stimuli is a strategy for generalizing behavior across settings (Stokes & Baer, 1977). The present study programmed common stimuli (i.e., goal statement and use of a pictorial icon) to generalize the effects of a reinforcement-based intervention for students identified as either developmentally delayed or emotionally disturbed.…

The effects of reinforcement and extinction on response variability and stimulus generalization in the punching and kicking techniques of 2 martial arts students were evaluated across drill and sparring conditions. During both conditions, the students were asked to demonstrate different techniques in response to an instructor's punching attack.…

This study explored whether an identity-matching-based stimulus equivalence procedure could be used to teach vowel and consonant stimulus classes to two adolescent females with moderate mental retardation. Both participants acquired five-member classes of vowel and consonant stimuli, which subsequently generalized to vocal classification and to…

The initial purpose of the present study was to replicate procedures for teaching preschool children to recruit attention at appropriate times by having an experimenter signal the availability and unavailability of attention (i.e., arrange a multiple schedule involving reinforcement and extinction; Tiger & Hanley, 2004). Following the development…