Research on instructional strategies applicable to teaching the mentally retarded has frequently been directly related to the teaching of specific content or concepts. A need continues to exist for research on generic techniques which generalizes across curriculum content. Particular attention needs to be given to techniques which influence behavior such as language and general social responsiveness as a byproduct of teaching specific curricular content of an informative or skill nature. Imitation represents a strategy which historically has been under utilized. Kauffman, Snell, and Hallahan present some promising practices as a result of their research on imitative training. R.A. and E.L.M.
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