Teaching Preschool Children with Disabilities to Respond to the Lures of Strangers

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Abstract
An investigation was conducted to determine the effectiveness of a constant-time-delay procedure used in combination with multiple exemplars of strangers, lures, and sites to teach a generalized response to the lures of strangers to four preschool children with disabilities. Although the correct response was quickly acquired in the training site, the response failed to generalize to the probe sites until training was conducted in vivo. Instruction in vivo resulted in acquisition, maintenance, and generalization of the response to strangers' lures. Generalization occurred across probes with novel exemplars of lures, strangers, and sites.