Hostname: page-component-7b7567c8c-2n9c9 Total loading time: 0 Render date: 2026-11-14T16:32:16.828Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching Children and Young Adults with Mental Retardation in School Programs: Current Research

Published online by Cambridge University Press:  06 October 2014

Martha E. Snell
Martha E. Snell*
Affiliation:
University of Virginia
*
Curry School of Education, University of Virginia, 405 Emmet St, Charlottesville, VA 22903, USA. E-mail: Snell@virginia.edu
Get access

Extract

This paper reviews the recent behavioural research on instruction of children and young adults with mental retardation in schools settings and community-based school programs. Instructional research in 12 skill areas (motor, self-care, communication, social skills, choice making, school behaviours, health and safety skills, home management, leisure skills, community use, vocational skills, and academics) meeting specified criteria on population (age and disability), location of instruction, functionality of skill, and research integrity was identified in 11 journals from 1990 through 1996. The pool of identified research is discussed by skill category and by intervention method, with critical comments made regarding strengths and weaknesses. Conclusions are drawn for practitioners and future researchers.

Information

Type
Special Series: Part 1 Developmental Disabilities
Information
Behaviour Change , Volume 14 , Issue 2 , June 1997, pp. 73 - 105
Copyright
Copyright © The Author(s) 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Agran, M., Fodor-Davis, J., Moore, C.S., & Martella, R.C. (1992). Effects of peer-delivered self-instructional training on a lunch-making work task for students with severe disabilities. Education and Training in Mental Retardation, 27, 230–240.Google Scholar
Anderson, N.B., & Brady, M.P. (1993). Improving motor responses in students with severe disabilities using adult instruction and peer social interactions. Education and Training in Mental Retardation, 28, 47–56.Google Scholar
Ayres, B.J., Meyer, L.H., Erevelles, N., Park-Lee, S. (1994). Easy for you to say: Teacher perspectives on implementing most promising practices. Journal of the Association for Persons with Severe Handicaps, 19, 84–93.CrossRefGoogle Scholar
Baer, D.M., Wolf, M.M., & Risley, T. (1968). Current dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 1, 91–97.CrossRefGoogle ScholarPubMed
Barbetta, P.M., Heron, T.E., & Heward, W.L. (1993). Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26, 111–119.CrossRefGoogle ScholarPubMed
Barbetta, P.M., Heward, W.L., & Bradley, D.M.C. (1993). Relative effects of whole-word and phonetic-prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 26, 99–110.CrossRefGoogle ScholarPubMed
Barbetta, P.M., Heward, W.L., Bradley, D.M., & Miller, A.D. (1994). Effects of immediate and delayed error correction on the acquisition and maintenance of sight words by students with developmental disabilities. Journal of Applied Behavior Analysis, 27, 177–178.CrossRefGoogle ScholarPubMed
Billingsley, F. F, Kelley, B. (1994). An examination of the acceptability of instructional practices for students with severe disabilities in general educational settings. Journal of the Association for Persons with Severe Handicaps, 19, 75–83.CrossRefGoogle Scholar
Boyle, J.R., & Hughes, C.A. (1994). Effects of self-monitoring and subsequent fading of external prompts on the on-task behavior and task productivity of elementary students with moderate mental retardation. Journal of Behavioral Education, 4(4), 439–457.CrossRefGoogle Scholar
Brady, M.P., Martin, S., Williams, R.E., & Burta, M. (1991). The effects of fifth graders' socially directed behavior on motor and social responses of children with severe multiple handicaps. Research in Developmental Disabilities, 12, 1–16.CrossRefGoogle ScholarPubMed
Breen, C.G., & Haring, T.G. (1991). Effects of contextual competence on social initiations. Journal of Applied Behavior Analysis, 24, 337–347.CrossRefGoogle ScholarPubMed
Briggs, A., Alberto, P., Sharpton, W., Berlin, K., McKinley, C., & Ritts, C. (1990). Generalized use of a self-operated audio prompt system. Education and Training in Mental Retardation, 25, 381–389.Google Scholar
Browder, D.M., & Shear, S.M. (1996). Interspersal of known items in a treatment package to teach sight words to students with behavior disorders. The Journal of Special Education, 29, 400–413.CrossRefGoogle Scholar
Buysse, V., & Bailey, D.B. Jr. (1993). Behavioral and developmental outcomes in young children with disabilities in integrated and segregated settings: A review of comparative studies. The Journal of Special Education, 26, 434–461.CrossRefGoogle Scholar
Chadsey-Rusch, J., Drasgow, E., Reinoehl, B., Halle, J., & Collet-Klingenberg, L. (1993). Using general-case instruction to teach spontaneous and generalized requests for assistance to learners with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 177–187.CrossRefGoogle Scholar
Chandler, W., Schuster, J.W., & Stevens, K.B. (1993). Teaching employment skills to adolescents with mild and moderate disabilities using a constant time delay procedure. Education and Training in Mental Retardation, 28, 155–168.Google Scholar
Clees, T.J., & Gast, D.L. (1994). Social safety skills instruction for individuals with disabilities: A sequential model. Education and Treatment of Children, 17, 163–184.Google Scholar
Cole, D.A., & Meyer, L.H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. The Journal of Special Education, 25, 340–351.CrossRefGoogle Scholar
Collet-Klingenberg, L., & Chadsey-Rusch, J. (1991). Using a cognitive-process approach to teach social skills. Education and Training in Mental Retardation, 26, 258–270.Google Scholar
Collins, B.C., Branson, T.A., & Hall, M. (1995). Teaching generalized reading of cooking product labels to adolescents with mental disabilities through the use of key words taught by peer tutors. Education and Training in Mental Retardation and Developmental Disabilities, 30, 65–75.Google Scholar
Collins, B.C., & Griffen, A.K. (1996). Teaching students with moderate disabilities to make safe responses to product warning labels. Education and Treatment of Children, 19, 30–45.Google Scholar
Collins, B.C., & Stinson, D.M. (1995). Teaching generalized reading of product warning labels to adolescents with mental disabilities through the use of key words. Exceptionality, 5, 163–181.CrossRefGoogle Scholar
Collins, B.C., Stinson, D.M., Land, L. (1993). A comparison of In Vivo and simulation prior to In Vivo instruction in teaching generalized safety skills. Education and Training in Mental Retardation, 28, 128–142.Google Scholar
Collins, B.C., Wolery, M., & Gast, D.L. (1991). A survey of safety concerns for students with special needs. Education and Training in Mental Retardation, 26, 305–318.Google Scholar
Cuvo, A.J., & Klatt, K.P. (1992). Effects of community-based, videotapes, and flash card instruction of community-referenced sight words on students with mental retardation. Journal of Applied Behavior Analysis, 25, 499–512.CrossRefGoogle ScholarPubMed
Davis, C.A., Brady, M.P., Hamilton, R., McEvoy, M.A., & Williams, R.E. (1994). Effects of high-probability requests on the social interactions of young children with severe disabilities. Journal of Applied Behavior Analysis, 27, 619–637.CrossRefGoogle ScholarPubMed
Davis, C.A., Brady, M.P., Williams, R.E., & Burta, M. (1992). The effects of self-operated auditory prompting tapes on the performance fluency of persons with severe mental retardation. Education and Training in Mental Retardation, 27, 39–50.Google Scholar
Demchak, M. (1990). Response prompting and fading methods: A review. American Journal on Mental Retardation, 94, 603–615.Google ScholarPubMed
Demchak, M. (1993). A review of behavioral procedures to teach motor skills to individuals with severe disabilities. Journal of Behavioral Education, 3, 339–361.CrossRefGoogle Scholar
Denny, P.J., & Test, D.W. (1995). Using the one-more-than technique to teach money counting to individuals with moderate mental retardation: A systematic replication. Education and Treatment of Children, 18, 422–432.Google Scholar
Domaracki, J.W., & Lyon, S.R. (1992). A comparative analysis of general case simulation instruction and naturalistic instruction. Research in Developmental Disabilities, 13, 363–379.CrossRefGoogle ScholarPubMed
Donley, C.R., & Greer, R.D. (1993). Setting events controlling social verbal exchanges between students with development delays. Journal of Behavioral Education, 3, 387–401.CrossRefGoogle Scholar
Doyle, P.M., Gast, D.L., Wolery, M., Ault, M.J., & Farmer, J.A. (1990). Use of constant time delay in small group instruction: A study of observational and incidental learning. The Journal of Special Education, 23, 369–385.CrossRefGoogle Scholar
Doyle, P.M., Gast, D.L., Wolery, M., Ault, M.J., & Myer, S. (1992). Teaching discrete skills to students with moderate mental retardation in small-group instructional arrangements. Exceptionality, 3, 233–253.CrossRefGoogle Scholar
Doyle, P.M., Schuster, J.W., & Meyer, S. (1996). Embedding extra stimuli in the task direction: Effects on learning of students with moderate mental retardation. The Journal of Special Education, 29, 371–399.CrossRefGoogle Scholar
Doyle, P.M., Wolery, M., Gast, D.L., Ault, M.J., & Wiley, K. (1990). Comparison of constant time delay and the system of least prompts in teaching preschoolers with developmental delays. Research in Developmental Disabilities, 11, 1–22.CrossRefGoogle ScholarPubMed
Durand, V.M. (1993). Functional communication training using assistive devices: Effects on challenging behavior and affect. Augmentative and Alternative Communication, 9, 168–176.CrossRefGoogle Scholar
Ellis, D.N., Cress, P.J., & Spellman, C.R. (1992). Using timers and lap counters to promote self-management of independent exercise in adolescents with mental retardation. Education and Training in Mental Retardation, 27, 51–59.Google Scholar
Epps, S., Stern, R.J., & Horner, R.H. (1990). Comparison of simulation training on self and using a doll for teaching generalized menstrual care to women with severe mental retardation. Research in Developmental Disabilities, 11, 37–66.CrossRefGoogle ScholarPubMed
Evans, I.M., & Scotti, J.R. (1989). Defining meaningful outcomes for persons with profound disabilities. In Brown, F. & Lehr, D.H. (Eds.), Persons with profound disabilities: Issues and practices (pp. 83–107). Baltimore, MD: Paul H. Brookes.Google Scholar
Fantuzzo, J., & Atkins, M. (1992). Applied behavior analysis for educators: Teacher centered and classroom based. Journal of Applied Behavior Analysis, 25, 37–42.CrossRefGoogle ScholarPubMed
Farmer, J.A., Gast, D.L., Wolery, M., & Winterling, V. (1991). Small group instruction for students with severe handicaps: A study of observational learning. Education and Training in Mental Retardation, 26, 190–201.Google Scholar
Ferguson, B., & McDonnell, J. (1991). A comparison of serial and concurrent sequencing strategies in teaching generalized grocery item location to students with moderate handicaps. Education and Training in Mental Retardation, 26, 292–304.Google Scholar
Ford, J., & Gaylord-Ross, R. (1991). Ecological validity revisited: A 10-year comparison of two journals. Journal of the Association for Persons with Severe Handicaps, 16, 104–107.CrossRefGoogle Scholar
Ford, A., Schnorr, R., Meyer, L., Davern, L., Black, J., & Dempsey, P. (1989). The Syracuse community-referenced curriculum guide. Baltimore, MD: Paul H. Brookes.Google Scholar
Frederick-Dugan, A., Test, D.W., Varn, L. (1991). Acquisition and generalization of purchasing skills using a calculator by students who are mentally retarded. Education and Training in Mental Retardation, 26, 381–387.Google Scholar
Gardill, M.C., & Browder, D.M. (1995). Teaching stimulus classes to encourage independent purchasing by students with severe behavior disorders. Education and Training in Mental Retardation and Developmental Disabilities, 30, 254–264.Google Scholar
Gast, D.L., Doyle, P.M., Wolery, M., Ault, M.J., & Baklarz, J.L. (1991). Acquisition of incidental information during small group instruction. Education and Treatment of Children, 14, 1–18.Google Scholar
Gast, D.L., Doyle, P.M., Wolery, M., Ault, M.J., & Farmer, J.A. (1991). Assessing the acquisition of incidental information by secondary-age students with mental retardation: Comparison of response prompting strategies. American Journal on Mental Retardation, 96, 63–80.Google ScholarPubMed
Gast, D.L., Doyle, P.M., Wolery, M., Ault, M.J., & Kolenda, J.L. (1994). Instructive feedback: Effects of number and type. Journal of Behavioral Education, 4, 313–334.CrossRefGoogle Scholar
Gast, D.L., Winterling, V., Wolery, M., & Farmer, J.A. (1992). Teaching first-aid skills to students with moderate handicaps in small group instruction. Education and Treatment of Children, 15, 101–124.Google Scholar
Gast, D.L., Wolery, M., Morris, L.L., Doyle, P.M., & Meyer, S. (1990). Teaching sight word reading in a group instructional arrangement using constant time delay. Exceptionality, 1, 81–96.CrossRefGoogle Scholar
Gaylord-Ross, R. (1979). Mental retardation research, ecological validity, and the delivery of longitudinal educational programs. Journal of Special Education, 13, 69–80.CrossRefGoogle Scholar
Gaylord-Ross, R., & Chadsey-Rusch, J. (1991). Measurement of work-related outcomes for students with severe disabilities. The Journal of Special Education, 25, 291–304.CrossRefGoogle Scholar
Gee, K., Graham, N., Goetz, L., Oshima, G., & Yoshioka, K. (1991). Teaching students to request the continuation of routine activities by using time delay and decreasing physical assistance in the context of chain interruption. Journal of the Association for Persons with Severe Handicaps, 16, 154–167.CrossRefGoogle Scholar
Giangreco, M. F., Cloninger, C. J., & Iverson, V. S. (1993). Choosing options and accommodations for children. Baltimore, MD: Paul H. Brookes.Google Scholar
Gresham, F.M., Gansle, K.A., & Noell, G.H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257–263.CrossRefGoogle ScholarPubMed
Griffen, A.K., Wolery, M., & Schuster, J.W. (1992). Triadic instruction of chained food preparation responses: Acquisition and observational learning. Journal of Applied Behavior Analysis, 25, 193–204.CrossRefGoogle ScholarPubMed
Hall, M.G., Schuster, J.W., Wolery, M., Gast, D.L., & Doyle, P.M. (1992). Teaching chained skills in a non-school setting using a divided half instructional format. Journal of Behavioral Education, 2, 257–279.CrossRefGoogle Scholar
Hamilton, B.L., & Snell, M.E. (1993). Using the Milieu approach to increase spontaneous communication book use across environments by an adolescent with autism. Augmentative and Alternative Communication, 9, 259–272.CrossRefGoogle Scholar
Harchik, A.E., Sherman, J.A., & Sheldon, J.B. (1992). The use of self-management procedures by people with developmental disabilities: A brief review. Research in Developmental Disabilities, 13, 211–227.CrossRefGoogle ScholarPubMed
Haring, T.G. (1996). The role of research in the continuing development of the field of severe disabilities. Journal of the Association for Persons with Severe Disabilities, 21, 6–8.Google Scholar
Haring, T.G., & Breen, C.G. (1992). A peer-medialed social network intervention to enhance the social integration of persons with moderate and severe disabilities. Journal of Applied Behavior Analysis, 25, 319–333.CrossRefGoogle ScholarPubMed
Haring, T.G., Breen, C.G., Weiner, J., Kennedy, C.H., & Bednersh, F. (1995). Using videotape modeling to facilitate generalized purchasing skills. Journal of Behavioral Education, 5, 29–53.CrossRefGoogle Scholar
Heller, K.W.Allgood, M.H., Davis, B., Arnold, S.E., Castelle, M.D., & Taber, T.A. (1996). Promoting non-task-related communication at vocational sites. Augmentative and Alternative Communication, 12, 169–178.CrossRefGoogle Scholar
Hemmeter, M.L., Meyer, S., Ault, M.J., & Collins, B.C. (1996). The effects of teacher-implemented language instruction within free time activities. Education and Training in Mental Retardation and Developmental Disabilities, 57, 203–212.Google Scholar
Horn, E.M. (1991). Basic motor skills instructions for children with neuromotor delays: A critical review. The Journal of Special Education, 25, 168–197.CrossRefGoogle Scholar
Horn, E., Jones, H.A., & Hamlett, C. (1991). An investigation of the feasibility of a video game system for developing scanning and selection skills. Journal of the Association for Persons with Severe Handicaps, 16, 108–115.CrossRefGoogle Scholar
Hughes, C., & Agran, M. (1993). Teaching persons with severe disabilities to use self-instruction in community settings: An analysis of application. Journal of the Association for Persons with Severe Handicaps, 18, 261–274.CrossRefGoogle Scholar
Hughes, C.A, & Boyle, J.R. (1991). Effects of self-monitoring for on-task behavior and task productivity on elementary students with moderate mental retardation. Education and Treatment of Children, 14, 96–111.Google Scholar
Hughes, C., Harmer, M.L., Killian, D.J., & Niarhos, F. (1995). The effects of multiple-exemplar self-instructional training on high school students' generalized conversational interactions. Journal of Applied Behavior Analysis, 28, 201–218.CrossRefGoogle ScholarPubMed
Hughes, C., Hugo, K., & Blatt, J. (1996). Self-instructional intervention for teaching generalized problem-solving within a functional task sequence. American Association of Mental Retardation, 100, 565–579.Google ScholarPubMed
Hughes, C., Killian, D.J., & Fischer, G.M. (1996). Validation and assessment of a conversational interaction intervention. American Journal on Mental Retardation, 100, 493–509.Google ScholarPubMed
Hunt, P., Alwell, M., Farron-Davis, F., & Goetz, L. (1996). Creating socially supportive environments for fully included students who experience multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 21, 53–71.CrossRefGoogle Scholar
Hunt, P., Alwell, M., & Goetz, L. (1991a). Establishing conversational exchanges with family and friends: Moving from training to meaningful communication. The Journal of Special Education, 25, 305–319.CrossRefGoogle Scholar
Hunt, P., Alwell, M., & Goetz, L. (1991b). Interaction with peers through conversation turntaking with a communication book adaptation. Augmentative and Alternative Communication, 7, 117–126.CrossRefGoogle Scholar
Hunt, P., Alwell, M., Goetz, L., & Sailor, W. (1990). Generalized effects of conversation skill training. Journal of the Association for Persons with Severe Handicaps, 15, 250–260.CrossRefGoogle Scholar
Hunt, P., Staub, D., Alwell, M., & Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. Journal of the Association for Persons with Severe Handicaps, 19, 290–301.CrossRefGoogle Scholar
Irvine, A.B., Erickson, A.M., Singer, G.H.S., & Stahlberg, D. (1992). A coordinated program to transfer self-management skills from school to home. Education and Training in Mental Retardation, 27, 241–254.Google Scholar
Jolly, A.C., Test, D.W., & Spooner, F. (1993). Using badges to increase initiations of children with severe disabilities in a play setting. Journal of the Association for Persons with Severe Handicaps, 18, 46–51.CrossRefGoogle Scholar
Kamps, D.M., Dugan, E.P., Leonard, B.R., & Daoust, P.M. (1994). Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities. American Journal of Mental Retardation, 99, 60–73.Google ScholarPubMed
Kamps, D.M., Leonard, B.R., Dugan, E.P., Boland, B., & Greenwood, C.R. (1991). The use of ecobehavioral assessment to identify naturally occurring effective procedures in classrooms serving students with autism and other developmental disabilities. Journal of Behavioral Education, 1, 367–397.CrossRefGoogle Scholar
Kamps, D., Walker, D., Locke, P., Delquadri, J., & Hall, R.V. (1990). A comparison of instructional arrangements for children with autism served in a public school setting. Education and Treatment of Children, 13, 197–215.Google Scholar
Karsh, K.G., & Repp, A.C. (1992). The task demonstration model: A concurrent model for teaching groups of students with severe disabilities. Exceptional Children, 59, 54–67.CrossRefGoogle Scholar
Karsh, K.G., Repp, A.C., & Lenz, M.W. (1990). A comparison of the task demonstration model and the standard prompting hierarchy in teaching word identification to person with moderate retardation. Research in Developmental Disabilities, 11, 395–410.CrossRefGoogle ScholarPubMed
Kennedy, C.H., & Haring, T.G. (1993). Teaching choice making during social interactions to students with profound multiple disabilities. Journal of Applied Behavior Analysis, 26, 63–76.CrossRefGoogle ScholarPubMed
Kozleski, E.B. (1991). Expectant delay procedure for teaching requests. Augmentative and Alternative Communication, 7, 11–19.CrossRefGoogle Scholar
Kratzer, D.A., Spooner, F., Test, D.W., & Koorland, M.A. (1993). Extending the application of constant time delay: Teaching a requesting skill to students with severe multiple disabilities. Education and Treatment of Children, 16, 235–253.Google Scholar
Le Grice, B., & Blampied, N.M. (1994). Training pupils with intellectual disability to operate educational technology using video prompting. Education and Training in Mental Retardation and Developmental Disabilities, 29, 321–330.Google Scholar
LeLaurin, K., & Wolery, M. (1992). Research standards in early intervention: Defining, describing, and measuring the independent variable. Journal of Early Intervention, 16, 275–287.CrossRefGoogle Scholar
Leung, J.P. (1994). Teaching simple addition to children with mental retardation using a microcomputer. Journal of Behavioral Education, 4, 355–367.CrossRefGoogle Scholar
Luckasson, R., Schalock, R.L., Coulter, D.L., Snell, M.E., Polloway, E.A., Spitalnik, D.M., Reiss, S., & Stark, J.A. (1992). Mental retardation: Definition, classification, and systems of supports (9th ed.). Washington, DC: American Association on Mental Retardation.Google Scholar
Marchand-Martella, N.E., Martella, R.C., Agran, M., Salzberg, C.L., Young, K.R., Morgan, D. (1992). Generalized effects of a peer-delivered first aid program for students with moderate intellectual disabilities. Journal of Applied Behavior Analysis, 25, 841–851.CrossRefGoogle ScholarPubMed
Marchand-Martella, N.E., Martella, R.C., Christensen, A.M., Agran, M., & Young, K.R. (1992). Teaching a first aid skill to students with disabilities using two training programs. Education and Treatment of Children, 15, 15–31.Google Scholar
Martin, J.E., Mithaug, D.E., & Frazier, E.S. (1992). Effects of picture referencing on PVC chair, love seat, and settee assemblies by students with mental retardation. Research in Developmental Disabilities, 13, 267–286.CrossRefGoogle ScholarPubMed
Matson, J.L., Taras, M.E., Sevin, J.A., Love, S.R., & Fridley, D. (1990). Teaching self-help skills to autistic and mentally retarded children. Research in Developmental Disabilities, 11, 361–378.CrossRefGoogle ScholarPubMed
McCarl, J.J., Svobodny, L., & Beare, P.L. (1991). Self-recording in a classroom for students with mild to moderate mental handicaps: Effects on productivity and on-task behavior. Education and Training in Mental Retardation, 26, 79–89.Google Scholar
McDonnell, A.P. (1996). The acquisition, transfer, and generalization of requests by young children with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 31, 213–234.Google Scholar
McGregor, G., Young, J., Gerak, J., Thomas, B., & Vogelsberg, R.T. (1992). Increasing functional use of an assistive communication device by a student with severe disabilities. Augmentative and Alternative Communication, 8, 243–250.CrossRefGoogle Scholar
McWilliams, R., Nietupski, J., & Hamre-Nietupski, S. (1990). Teaching complex activities to students with moderate handicaps through the forward chaining of shorter total cycle response sequences. Education and Training in Mental Retardation, 25, 292–298.Google Scholar
Northup, J., Vollmer, T.R., & Serrett, K. (1993). Publication trends in 25 years of the Journal of Applied Behavior Analysts. Journal of Applied Behavior Analysis, 26, 527–537.CrossRefGoogle Scholar
O'Reilly, M.F., & Glynn, D. (1995). Using a process social skills training approach with adolescents with mild intellectual disabilities in a high school setting. Education and Training in Mental Retardation and Developmental Disabilities, 30, 187–198.Google Scholar
Ostrosky, M.M., & Kaiser, A.P. (1995). The effects of a peer-mediated intervention on the social communicative interactions between children with and without special needs. Journal of Behavioral Education, 5, 151–171.CrossRefGoogle Scholar
Reese, G.M., & Snell, M.E. (1991). Putting on and removing coats and jackets: The acquisition and maintenance of skills by children with severe multiple disabilities. Education and Training in Mental Retardation, 26, 398–410.Google Scholar
Repp, A.C., Karsh, K.G. (1992). An analysis of a group teaching procedure for persons with developmental disabilities. Journal of Applied Behavior Analysis, 25, 701–712.CrossRefGoogle ScholarPubMed
Repp, A.C., Karsh, K.G., Johnson, J.W., & VanLaarhoven, T. (1996). A comparison of multiple versus single exampies of the correct stimulus on task acquisition and generalization by persons with development disabilities. Journal of Behavioral Education, 6, 213–230.CrossRefGoogle Scholar
Repp, A.C., Karsh, K.G., Lenz, M.W. (1990). Discrimination training for persons with developmental disabilities: A comparison of the task demonstration model and the standard prompting hierarchy. Journal of Applied Behavior Analysis, 23, 43–52.CrossRefGoogle ScholarPubMed
Rowland, C., & Schweigert, P. (1993). Analyzing the communication environment to increase functional communication. Journal of the Association for Persons with Severe Handicaps, 18, 161–176.CrossRefGoogle Scholar
Sanchez-Fort, M.R., Brady, M.P., & Davis, C.A. (1995). Using high-probability requests to increase low-probability communication behavior in young children with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 30, 151–165.Google Scholar
Sandknop, P.A., Schuster, J.W., Wolery, M., & Cross, D.P. (1992). The use of an adaptive device to teach students with moderate mental retardation to select lower priced grocery items. Education and Training in Mental Retardation, 27, 219–229.Google Scholar
Schuster, J.W., & Griffen, A.K. (1993). Teaching a chained task with a simultaneous prompting procedure. Journal of Behavioral Education, 3, 299–315.CrossRefGoogle Scholar
Schuster, J.W., Griffen, A.K., & Wolery, M. (1992). Comparison of simultaneous prompting and constant time delay procedures in teaching sight words to elementary students with moderate mental retardation. Journal of Behavioral Education, 2, 305–325.CrossRefGoogle Scholar
Schwartz, I.S., Staub, D., Gallucci, C., & Peck, C.A. (1995). Blending qualitative and behavior analytic research methods to evaluate outcomes in inclusive schools. Journal of Behavioral Education, 5, 93–106.CrossRefGoogle Scholar
Sigafoos, J., Couzens, D., Pennell, D., Shaw, D., & Dudfield, G. (1995). Discrimination of picture requests for missing items among young children with developmental disabilities. Journal of Behavioral Education, 5, 295–317.CrossRefGoogle Scholar
Sigafoos, J., Laurie, S., & Pennell, D. (1996). Teaching children with Rett Syndrome to request preferred objects using aided communication: Two preliminary studies. Augmentative and Alternative Communication, 12, 88–96.CrossRefGoogle Scholar
Singh, N.N., & Solman, R.T. (1990). A stimulus control analysis of the picture-word problem in children who are mentally retarded: The blocking effect. Journal of Applied Behavior Analysis, 23, 525–532.CrossRefGoogle ScholarPubMed
Singleton, K.C., Schuster, J.W., & Ault, M.J. (1995). Simultaneous prompting in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 30, 218–230.Google Scholar
Snell, M.E., & Farlow, L.J. (1993). Self-care skills. In Snell, M.E. (Ed.), Instruction of students with severe disabilities (4th ed., pp. 380–441). New York: Macmillan.Google Scholar
Snell, M.E. & Vogle, L.K. (1996). Facilitating relationships of children with mental retardation in schools. In Schalock, R.L. (Ed.), Quality of life. Vol. II. Application to persons with disabilities (pp. 43–61). Washington, DC: American Association on Mental Retardation.Google Scholar
Sowers, J., & Powers, L. (1995). Enhancing the participation and independence of students with severe physical and multiple disabilities in performing community activities. Mental Retardation, 33, 209–220.Google ScholarPubMed
Steege, M.W., Wacker, D.P., & McMahon, C.M. (1987). Evaluation of the effectiveness and efficiency of two stimulus prompt strategies with severely handicapped students. Journal of Applied Behavior Analysis, 20, 293–299.CrossRefGoogle ScholarPubMed
Steere, D.E., Strauch, J.D., Powell, T.H., Butterworth, J. (1990). Promoting generalization from a teaching setting to a community-based setting among persons with severe disabilities: A general case programming approach. Education and Treatment of Children, 13, 5–20.Google Scholar
Stinson, D.M., Gast, D.L., Wolery, M., & Collins, B.C. (1991). Acquisition of nontargeted information during small-group instruction. Exceptionality, 2, 65–80.CrossRefGoogle Scholar
Storey, K., & Horner, R.H. (1991). An evaluative review of social validation research involving persons with handicaps. The Journal of Special Education, 25, 352–401.CrossRefGoogle Scholar
Taylor, J.C., McKelvey, J.L., & Sisson, L.A. (1993). Community-referenced leisure skill clusters for adolescents with multiple disabilities. Journal of Behavioral Education, 3, 363–386.CrossRefGoogle Scholar
Test, D.W., Howell, A., Burkhart, K., & Beroth, T. (1993). The one-more-than technique as a strategy for counting money for individuals with moderate mental retardation. Education and Training in Mental Retardation, 28, 232–241.Google Scholar
Test, D.W., Rose, T.L., & Corum, L. (1990). Applied behavior analysis with secondary students: A methodological review of research published form 1968 to 1987. Education and Treatment of Children, 13, 45–62.Google Scholar
Rochester, Timothy W. v., New Hampshire, School District, 875 F.2nd 954(1st Cir. 1989).Google Scholar
Tirapelle, L., & Cipani, E. (1992). Developing functional requesting: Acquisition, durability, and generalization of effects. Exceptional Children, 58, 260–269.CrossRefGoogle Scholar
Vandercook, T. (1991). Leisure instruction outcomes: Criterion performance, positive interactions, and acceptance by typical high school peers. The Journal of Special Education, 25, 320–339.CrossRefGoogle Scholar
Watson, M., Bain, A., & Houghton, S. (1992). A preliminary study in teaching self-protective skills to children with moderate and severe mental retardation. The Journal of Special Education, 26, 181–194.CrossRefGoogle Scholar
Werts, M.G., Caldwell, N.K., & Wolery, M. (1996). Peer modeling of response chains: Observational learning by students with disabilities. Journal of Applied Behavior Analysis, 29, 53–66.CrossRefGoogle ScholarPubMed
Werts, M.G., Wolery, M., Holcombe, A., & Gast, D.L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5, 55–75.CrossRefGoogle Scholar
Whalen, C., Schuster, J.W., & Hemmeter, M.L. (1996). The use of unrelated instructive feedback when teaching in a small group instructional arrangement. Education and Training in Mental Retardation and Developmental Disabilities, 31, 188–202.Google Scholar
Winterling, V. (1990). The effects of constant time delay, practice in writing or spelling, and reinforcement on sight word recognition in a small group. The Journal of Special Education, 24, 101–116.CrossRefGoogle Scholar
Winterling, V., Gast, D.L., Wolery, M., & Farmer, J.A. (1992). Teaching safety skills to high school students with moderate disabilities. Journal of Applied Behavior Analysis, 25, 217–227.CrossRefGoogle ScholarPubMed
Wolery, M., Ault, M.J., Doyle, P.M., Gast, D.L., & Griffen, A.K. (1992). Choral and individual responding during small group instruction: Identification of interactional effects. Education and Treatment of Children, 15, 289–309.Google Scholar
Wolery, M., Ault, M.J., Gast, D.L., Doyle, P.M., & Griffen, A.K. (1991). Teaching chained tasks in Dyads: Acquisition of target and observational behaviors. The Journal of Special Education, 25, 198–220.CrossRefGoogle Scholar
Wolery, M., Doyle, P.M., Ault, M.J., Gast, D.L., Meyer, S., & Stinson, D. (1991). Effects of presenting incidental information in consequent events on future learning. Journal of Behavioral Education, 1, 79–104.CrossRefGoogle Scholar
Wolery, M., Griffen, A.K., Ault, M.J., Gast, D.L., & Doyle, P.M. (1990). Comparison of constant time delay and the system of least prompts in teaching chained tasks. Education and Training in Mental Retardation, 25, 243–257.Google Scholar
Wolery, M., Werts, M.G., Snyder, E.D., & Caldwell, N.K. (1994). Efficacy of constant time delay implemented by peer tutors in general education classrooms. Journal of Behavioral Education, 4, 415–436.CrossRefGoogle Scholar
Wolf, M.M.(1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214.CrossRefGoogle ScholarPubMed
Wolfe, P.S. (1994). Judgment of the social validity of instructional strategies used in community-based instructional sites. Journal of the Association for Persons with Severe Handicaps, 19, 43–51.CrossRefGoogle Scholar
Wright, C.W., & Schuster, J.W. (1994). Accepting specific versus functional student responses when training chained tasks. Education and Training in Mental Retardation and Developmental Disabilities, 29, 43–56.Google Scholar
Zhang, J., Gast, D., Horvat, M., & Dattilo, J. (1995). The effectiveness of a constant time delay procedure on teaching lifetime sport skills to adolescents with severe to profound intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 30, 51–64.Google Scholar