Five elementary school age special needs students were taught to walk from the entrance of the public school they attended to their self-contained classroom. A prompt fading sequence was utilized. Teacher presence and verbal directions were systematically faded. A multiple baseline across students was conducted. Results show both rapid skill acquisition contingent upon the specific training each subject received and maintenance of behavior. Fading verbal and physical prompts can be used to teach mobility skills systematically to mentally retarded and behaviorally disturbed children in a public school setting.
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