A multiple probe across participants design assessed the effectiveness of an instructional strategy to teach 10 elementary-aged students with moderate intellectual disabilities how to shop for grocery items. Following the intervention, which consisted of in vivo training using constant time delay and simulation training using a pictorial storyboard, 6 students achieved criterion. Two other students' shopping performances improved considerably during training, but the students did not achieve criterion as training was discontinued due to the end of the school year. Maintenance data indicate that the students who achieved criterion retained their skills for 6 weeks, and generalization data indicate that they could shop for the same items in a novel store.
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