This study evaluated the effectiveness of combining two training procedures (task-size fading and automatic prompting) in increasing the unsupervised responding of two adult subjects with severe/profound mental retardation. Results suggest the effectiveness of this combination of training methods. (DB)

Comparison of two strategies for reducing drooling in two adults with moderate mental retardation found both the use of brief cues and the use of flexible cues equally effective for Subject 1 but the use of flexible cues more reliably effective with Subject 2. Neither subject achieved independent skill without the use of cues. (DB)

Time delay was used to successfully teach two elementary aged children with severe mental retardation and significant concomitant handicapping conditions how to request food or drink. Suggestions for implementing time delay with students not able to generalize imitative responses or to wait for a prompt are offered. (Author/DB)

This paper describes the development and use of language training procedures, referred to as cues-pause-point procedures, that rely on behavioral principles and simple and natural teaching procedures and that are exhibited in many normal parent-child or teacher-student verbal interactions. The procedures have been effective in teaching severely…