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Stimulus Generalization of Skills and Persons with Profound Mental Handicaps
Education and Training in Mental Retardation
Vol. 24, No. 3 (September 1989), pp. 219-229
Published by: Division on Autism and Developmental Disabilities
Stable URL: http://www.jstor.org/stable/23878485
Page Count: 11
You can always find the topics here!Topics: Special education, Disabilities, Mental stimulation, Learning, Intellectual disability, Training, Disabled persons, Mentally disabled persons, Mental training, Experiment design
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This review examines the research that has been conducted documenting stimulus generalization of skills by persons with profound mental handicaps. Twenty five studies were identified and examined for factors that impact on the promotion and assessment of generalization. Studies that indicated successful generalization included some of these characteristics: trained several exemplars, trained behaviors that are likely to be reinforced in natural settings by natural consequences, trained with stimuli common to the generalization setting, trained in environments subjects frequently encounter, trained skills that are functional, and trained skills used in environments where models of behavior will be available. Limitations of current research and recommendations for future research is discussed.
Education and Training in Mental Retardation © 1989 Division on Autism and Developmental Disabilities