Using General-Case Instruction to Teach Spontaneous and Generalized Requests for Assistance to Learners with Severe Disabilities
- 1 September 1993
- journal article
- research article
- Published by SAGE Publications in Journal of the Association for Persons with Severe Handicaps
- Vol. 18 (3) , 177-187
- https://doi.org/10.1177/154079699301800304
Abstract
The purpose of this study was to assess the effects of general-case instruction on spontaneous and generalized requests for assistance by three adolescents with severe disabilities. The findings support the efficacy of the general-case approach in relation to using a single example to teach requests for help. The distinguishing aspect of the general-case phase was the variation in stimulus conditions that occurred across teaching opportunities. Results indicated that general-case instruction produced generalized requests for assistance with two of the three learners. The implications for using general-case procedures for teaching communicative interactions are discussed and future research areas are proposed.Keywords
This publication has 17 references indexed in Scilit:
- COMPARISON OF STAFF TRAINING STRATEGIES TO PROMOTE GENERALIZED TEACHING SKILLSJournal of Applied Behavior Analysis, 1992
- Teaching Spontaneous Language to Individuals with Severe Handicaps: A Matrix ModelJournal of the Association for Persons with Severe Handicaps, 1990
- New directionsTopics in Language Disorders, 1988
- Acquisition of generalized telephone use by students with moderate and severe mental retardationResearch in Developmental Disabilities, 1987
- Response variation and the generalization of a dressing skill: Comparison of single instance and general case instructionApplied Research in Mental Retardation, 1986
- Language Intervention With the Severely Handicapped: A Decade of ResearchThe Journal of Special Education, 1985
- THE EFFECTS OF SINGLE INSTANCE, MULTIPLE INSTANCE, AND GENERAL CASE TRAINING ON GENERALIZED VENDING MACHINE USE BY MODERATELY AND SEVERELY HANDICAPPED STUDENTSJournal of Applied Behavior Analysis, 1984
- DISTINGUISHING BETWEEN DISCRIMINATIVE AND MOTIVATIONAL FUNCTIONS OF STIMULIJournal of the Experimental Analysis of Behavior, 1982
- TIME DELAY: A TECHNIQUE TO INCREASE LANGUAGE USE AND FACILITATE GENERALIZATION IN RETARDED CHILDRENJournal of Applied Behavior Analysis, 1979
- MULTIPLE‐PROBE TECHNIQUE: A VARIATION OF THE MULTIPLE BASELINE1Journal of Applied Behavior Analysis, 1978