Siblings of three moderately retarded children were taught to use a prompt sequence and social praise to train siblings in domestic tasks. The training skills of the nonhandicapped children generalized to teaching new skills and the independent skill performance of handicapped siblings increased as a result of the training. (Author/DB)

Four students (ages 10-14) with moderate mental retardation learned chained tasks with constant time delay and with the system of least prompts. Both strategies produced criterion-level performance; however, constant time delay was more efficient than least prompts in terms of number of sessions, percent of errors, and direct instructional time to…

Prompting videos were developed and successfully used to train four adolescents with moderate intellectual disabilities the operation of a videorecorder and personal computer. Training transferred to another teacher, another setting, and, with additional training, to another type of videorecorder and personal computer. (Author/DB)

The study with four adults with moderate and severe mental handicaps found that both backward and concurrent chaining training strategies were equally effective in teaching use of a fast food restaurant and a supermarket. (Author/DB)

Sequence errors may be reduced by allowing students to perform a chained task in any functional order. This study, involving four elementary-aged students with moderate intellectual disabilities, found that tasks taught with functional procedures were acquired in fewer sessions, in less time, and with fewer errors than tasks taught in a specific…

Three high school students with moderate mental retardation were taught to remove and discard broken materials (plates and glasses) safely from three locations. The multicomponent treatment package used was effective in teaching the skills, whereas follow-up data indicated mixed results. (Author/JDD)

The study evaluated the use of simulated instruction on vending machine use as an adjunct to community-based instruction with two moderately retarded children. Results showed concurrent acquisition of the vending machine skills across trained and untrained sites. (Author/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)

Three adolescents with moderate mental handicaps were taught bedmaking skills through a technique which involved dividing the entire chain into sections, teaching the first section in a total cycle fashion, and adding instruction on subsequent sections in a forward chaining manner. The technique promoted skill acquisition and substantial…

The study found that use of the Dial-A-Phone instructional package plus a least intrusive prompt teaching strategy was more effective than the prompts alone in training two adults with moderate developmental disabilities to match digits of personal phone numbers with digits on a dial telephone. (Author/DB)

Thirty-six adults with moderate to severe mental retardation received either general case programming, rule learning, or attention control instruction in a table-setting learning task. General case programming and rule learning were successful in promoting generalized table setting. Only general case programming facilitated maintenance of…

A training experiment with 22 retarded children (IQs from 34 to 74) found that training on a general magnitude comparison rule for numbers 1-10 resulted in experimental subjects significantly outperforming control subjects on both immediate and delayed posttests with some evidence of transfer of training. (Author/DB)

The study compared the task demonstration model and the standard prompting hierarchy in training 8 persons (ages 16-21) with moderate or severe mental retardation on a discrimination task. The task demonstration model was found to be superior during both training and generalization phases. (DB)

This study found both constant time delay and a most-to-least prompting strategy were effective in teaching 4 moderately mentally retarded 18-year-olds to operate a washing machine and dryer.The constant time delay procedure, however, was more efficient in terms of instructional time and number of instructional errors. (Author/DB)

A five-second constant time delay procedure with recipe cards was used to teach drink preparation to five intermediate-aged elementary students with moderate mental handicaps. The procedure was effective in teaching all students how to complete the task; 12-month followup showed at least 81 percent accuracy. (Author/JDD)