Three young adults with moderate/severe disabilities were taught to use an adaptive shopping aid in order to (a) prepare a grocery shopping list, (b) locate and obtain items in a supermarket, and (c) purchase those items. A multiple probe design was used to validate the instructional package consisting of total cycle training on the steps involved in the shopping task, social praise for correct responses and a least-to-most prompt correction procedure for task step errors. Data indicated skill acquisition by all three young adults, with partial skill maintenance as much as four weeks following problem completion.
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