A script fading procedure was effectively used to teach 4 children (ages 9 and 12) with autism to initiate interactions with peers. Increased initiations (to within normal levels) generalized to a different setting, and for three of the children were maintained at two-month follow-up. (Author/DB)

Three autistic children (ages 9-11) received spontaneous communication training using a time delay, modeling, and food reinforcement procedure. Results showed gains in 2 spontaneous responses ("please" and "thank you") and 1 verbally prompted response ("you're welcome"). Gains were validated socially with 10 adults. (Author/JDD)

Subjects were four learning disabled students (ages 9-10) with significant attentional problems. Results indicated relatively equivalent increases in on-task behavior over baseline during all treatment phases. Academic response rate also improved under both interventions, with self-monitoring of productivity exhibiting mixed results. (Author/JW)

Three children (ages 10-13) with moderate mental retardation were taught, in a triad, to perform chained snack preparation tasks, with each student being directly taught one task and the other two observing. Results indicated that each student learned the skill taught directly and nearly all of the steps of the chains observed. (Author/JDD)

Three mentally retarded students (ages 9-12) who exhibited challenging behaviors to escape from academic demands and to receive social attention were taught alternative assistance-seeking and attention-getting phrases. Data indicated that the intervention reduced challenging behavior. The results transferred across settings, and were maintained 18…

Three underachieving fifth-graders were trained in a tutoring procedure to use a self-control package (self-scorecard with goal options and reinforcer menu) to increase arithmetic proficiency. All possible classes of generalization were evidenced. Social validity data showed that the children's arithmetic performance either surpassed or approached…

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…