We investigated the extent to which mands for information taught using structured teaching trials (i.e., verbal discriminative stimulus, verbal prompts, and programmed consequences) while contriving the establishing operations to young children with autism generalized to novel stimuli and settings. Three students with autism participated in this…

Many students with cognitive impairments are not afforded the opportunity to develop their potential as readers. A review of the literature reveals that few researchers have evaluated the effects of phonics instruction on the reading skills of students with cognitive impairments. The purpose of this study was to test the effectiveness of a…

The empirical literature on auditory imagery is reviewed. Data on (a) imagery for auditory features (pitch, timbre, loudness), (b) imagery for complex nonverbal auditory stimuli (musical contour, melody, harmony, tempo, notational audiation, environmental sounds), (c) imagery for verbal stimuli (speech, text, in dreams, interior monologue), (d)…

Five strategy rules are offered to help teachers capitalize on their verbal strategies to promote attention and maximize learning in their handicapped students. Rules include increasing pace of recitation or tutorial lessons, asking many drill questions, and maximizing student responses. (CL)

Through the years, motor skills have been taught by having students practice motor responses as the teacher verbally cued and corrected them. This teaching strategy may work in the long run, but it costs teachers an enormous amount of unnecessary time. Verbal cues and mediation training comprise a short cut process that allows for quicker learning…

Auditory sequencing problems were seen as contributing heavily to neurologically involved children's language impairment, and several procedures for training auditory sequencing were explored. Five of the procedures were found to contribute considerably to an efficient and effective training program. These procedures included (1) the immediate…

A study was made to determine whether instructional cues presented to the learner as variations of audiovisual and textual information including a cue summation condition (combined textual, pictorial, and auditory cues) can facilitate the achievement of precise instructional objectives. Some 112 education students enrolled in a course on mental…

Analysis of a film script that makes the learner identify and distinguish between statements of observation and statements of inference leads an instructor (or other program writer) step by step through the processes of preparing an instructional specification--a blue-print for preparing powerful self-instructional materials. There are four parts…

The study involving two profoundly retarded, multiply handicapped children (8 and 11 years old) was designed to demonstrate the effectiveness of the time delay/stimulus-transfer procedure and a progressive cue teaching strategy on the initial acquisition of verbal control over motor behaviors of Ss. The time delay strategy consisted of two…