Abstract
Acquisition of laundry skills by mentally retarded persons is an advanced self-care behavior that may contribute to their physical appearance and cleanliness. Subtasks taught to five moderately and mildly retarded students were sorting garments to be laundered and using a clothes washer and dryer. A variety of expert information was employed to establish the content and social validity of the task analysis for these skills. Three different prompt sequences were used during various phases of training. Praise and response contingent feedback was used as a consequence for behavior. A multiple baseline across subjects and responses showed that the three subtasks were relatively independent of each other. Rapid acquisition and maintenance of the laundry skills were obtained.
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