A procedure for teaching descriptive concepts was implemented with four preschool retarded boys. The direct instruction method, teaching materials, and measurement procedures are detailed. All students learned correct responding to tasks used during teaching and developed concepts, as evidenced by performance on novel tasks. Replication of the program with still younger retarded children was equally successful. The results are interpreted as support for the view that preschool retarded children can be taught many of the skills with which other children enter public schools.
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