The purpose of this paper is twofold: to identify conclusions that can be made related to teaching students with significant disabilities and to identify selected areas in which additional research is needed. Questions that must be answered when one is designing instruction for students with disabilities are listed. Three of these questions are then used to organize both what the field has learned about teaching students with significant disabilities and what the field needs to learn. These questions include the following: (a) What is the role of materials? (b) How can students be motivated to learn? and (c) What instructional strategies can be used?
Get full access to this article
View all access options for this article.
References
1.
Albin, R. W., & Horner, R. H. (1988). Generalization with precision. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Life-style changes in applied settings (pp. 99–120). Baltimore: Brookes.
2.
Alwell, M., Hunt, P., Goetz, L., & Sailor, W. (1989). Teaching generalized communicative behaviors within interrupted behavior chain contexts. Journal of the Association for Persons with Severe Handicaps, 14, 91–100.
3.
Ault, M. M., Guy, B., Guess, D., Bashinski, S., & Roberts, S. (1995). Analyzing behavior state and learning environments: Application in instructional settings. Mental Retardation, 33, 304–316.
4.
Ault, M. M., Wolery, M., Doyle, P. M., & Gast, D. L. (1989). Review of comparative studies in instruction of students with moderate and severe handicaps. Exceptional Children, 55, 346–356.
5.
Baer, R. A. (1990). Correspondence training review and current issues. Research in Developmental Disabilities, 11, 379–393.
6.
Belfiore, P. J., Browder, D. M., & Mace, C. (1994). Assessing choice-making and preference in adults with profound mental retardation across community and center-based settings. Journal of Behavioral Education, 4, 217–226.
7.
Brinker, R. P., & Lewis, M. (1982a). Discovering the competent handicapped infant: A process approach to assessment and intervention. Topics in Early Childhood Special Education, 2 (2), 1–16.
8.
Brinker, R. P., & Lewis, M. (1982b). Making the world work with microcomputers: A learning prosthesis for handicapped infants. Exceptional Children, 49, 163–170.
9.
Browder, D. M., Schoen, S. F., & Lentz, F. E. (1986). Learning to learn through observation. The Journal of Special Education, 20, 447–461.
10.
Browder, D. M., & Shapiro, E. S. (1985). Applications of self-management to individuals with severe handicaps: A review. Journal of the Association for Persons with Severe Handicaps, 10, 200–208.
11.
Browder, D. M., Shapiro, E. S., & Ambrogio, B. M. (1986). Movement training: When trainer initiated reinforcement and self-monitoring are not enough. International Journal of Rehabilitation Research, 9, 363–372.
12.
Brown, F., Belz, P., Corsi, L., & Wenig, B. (1993). Choice diversity for people with severe disabilities. Education and Training in Mental Retardation, 28, 318–326.
13.
Buggey, T. (1995). An examination of the effectiveness of videotaped self-modeling in teaching specific linguistic structures to preschoolers. Topics in Early Childhood Special Education, 15, 434–458.
14.
Carr, E. G., & Darcy, M. (1990). Setting generality of peer modeling in children with autism. Journal of Autism and Developmental Disorders, 20, 45–59.
15.
Chadsey-Rusch, J., Drasgow, E., Reinoehl, B., Halle, J., & Collet-Klingenberg, L. (1993). Using general-case instruction to teach spontaneous and generalized requests for assistance to learners with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 177–187.
16.
Charlop, M. H., Kurtz, P. E., & Casey, F. G. (1990). Using aberrant behavior as rein-forcers for autistic children. Journal of Applied Behavior Analysis, 23, 163–181.
17.
Cipani, E. C., & Spooner, F. (Eds.). (1994). Curricular and instructional approaches for persons with severe disabilities.Needham Heights, MA: Allyn & Bacon.
18.
Collins, B. C., Branson, T. A., & Hall, M. (1995). Teaching generalized reading of cooking product labels to adolescents with mental disabilities through the use of key words taught by peer tutors. Education and Training in Mental Retardation and Developmental Disabilities, 30, 65–75.
19.
Collins, B. C., Gast, D. L., Ault, M. J., & Wolery, M. (1991). Small group instruction: Guidelines for teachers of students with moderate to severe handicaps. Education and Training in Mental Retardation, 26, 18–32.
20.
Cooke, T. P., Apolloni, T., & Cooke, S. A. (1977). Normal preschool children as behavioral models for retarded classmates. Child Study Journal, 8, 1–8.
21.
Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis.Columbus, OH: Merrill.
22.
Darch, C., & Gersten, R. (1985). The effects of teacher presentation rate and praise on LD students' oral reading performance. British Journal of Educational Psychology, 55, 295–303.
23.
Dattilo, J., & Mirenda, P. (1987). An application of a leisure preference assessment protocol for persons with severe handicaps. Journal of the Association for Persons with Severe Handicaps, 12, 306–311.
24.
Dattilo, J., & Rusch, F. R. (1985). Effects of choice on leisure participation of persons with severe handicaps. Journal of the Association for Persons with Severe Handicaps, 10, 194–199.
25.
Davis, C. A., & Brady, M. P. (1993). Expanding the utility of behavioral momentum with young children: Where we've been, where we need to go. Journal of Early Intervention, 17, 211–223.
26.
Day, H. M., & Horner, R. H. (1986). Response variation and the generalization of a dressing skill: Comparison of single instance and general case instruction. Applied Research in Mental Retardation, 7, 189–202.
27.
Day, H. M., & Horner, R. H. (1989). Building response classes: A comparison of two procedures for teaching generalized pouring to learners with severe disabilities. Journal of Applied Behavior Analysis, 22, 223–229.
28.
DeKlyen, M., & Odom, S. L. (1989). Activity structure and social interactions with peers in developmentally integrated play groups. Journal of Early Intervention, 13, 342–352.
29.
Doyle, P. M., Gast, D. L., Wolery, M., Ault, M. J., & Farmer, J. A. (1990). Use of constant time delay in small group instruction: A study of observational and incidental learning. The Journal of Special Education, 23, 369–385.
30.
Drasgow, E., Halle, J. W., Ostrosky, M. M., & Harbers, H. M. (1996). Using behavioral indication and functional communication training to establish an initial sign repertoire with a young child with severe disabilities. Topics in Early Childhood Special Education, 16, 500–521.
31.
Dunlap, G. (1984). The influence of task variation and maintenance tasks on the learning and affect of autistic children. Journal of Experimental Child Psychology, 37, 41–64.
32.
Dunlap, G., Dyer, K., & Koegel, R. L. (1983). Autistic self-stimulation and intertrial interval duration. American Journal on Mental Deficiency, 88, 194–202.
33.
Dunlap, G., & Koegel, R. L. (1980). Motivating autistic children through stimulus variation. Journal of Applied Behavior Analysis, 13, 619–627.
34.
Dunlap, G., Koegel, R. L., Johnson, J., & O'Neill, R. E. (1987). Maintaining performance of autistic clients in community settings with delayed contingencies. Journal of Applied Behavior Analysis, 20, 185–191.
35.
Dunlap, G., & Plienis, A. J. (1988). Generalization and maintenance of unsupervised responding via remote contingencies. In R. H. Horner, G. Dunlap, & R. L. Koegel (Eds.), Generalization and maintenance: Life-style changes in applied settings (pp. 121–142). Baltimore: Brookes.
36.
Dunst, C. J., Cushing, P. J., & Vance, S. D. (1985). Response-contingent learning in profoundly handicapped infants: A social systems perspective. Analysis and Intervention in Developmental Disabilities, 5, 22–47.
37.
Dunst, C. J., Lesko, J. J., Holbert, K. A., Wilson, L. L., Sharpe, K. L., & Liles, R. F. (1987). A systematic approach to infant intervention. Topics in Early Childhood Special Education, 7 (2), 19–37.
38.
Durand, V. M., Crimmins, D. B., Caulfield, M., & Taylor, J. (1989). Reinforcer assessment 1: Using problem behavior to select reinforcers. Journal of the Association for Persons with Severe Handicaps, 14, 113–126.
39.
Dyer, K. (1987). The competition of autistic stereotyped behavior with usual and specially assessed reinforcers. Research in Developmental Disabilities, 8, 607–626.
40.
Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23, 515–524.
41.
Egel, A. L. (1981a). The effects of constant vs. varied reinforcer presentation on responding by autistic children. Journal of Experimental Child Psychology, 30, 455–463.
42.
Egel, A. L. (1981b). Reinforcer variation: Implications for motivating developmentally disabled children. Journal of Applied Behavior Analysis, 15, 345–350.
43.
Englert, C. S. (1984). Effective direct instruction practices in special education settings. Remedial and Special Education, 5 (2), 38–47.
44.
Etzel, B. C., & LeBlanc, J. M. (1979). The simplest treatment alternative: Appropriate instructional control and errorless learning procedures for the difficult-to-teach child. Journal of Autism and Developmental Disorders, 9, 361–382.
45.
Falvey, M. A. (Ed.). (1995). Inclusive and heterogenous schooling: Assessment, curriculum, and instruction.Baltimore: Brookes.
46.
Farmer, J. A., Gast, D. L., Wolery, M., & Winterling, V. (1991). Small group instruction for students with severe handicaps: A study of observational learning. Education and Training in Mental Retardation, 26, 190–201.
47.
Fowler, S. A., & Baer, D. M. (1981). "Do I have to be good all day?" The timing of delayed reinforcement as a factor in generalization. Journal of Applied Behavior Analysis, 14, 13–24.
48.
Foxx, R. M., McMorrow, M. J., Fenlon, S., & Bittle, R. G. (1986). The reductive effects of reinforcement procedures on genital stimulation and stereotypy of a mentally retarded adolescent male. Analysis and Intervention in Developmental Disabilities, 6, 239–248.
49.
Gee, K., Graham, N., Goetz, L., Oshima, G., & Yoshioka, K. (1991). Teaching students to request the continuation of routine activities by using time delay and decreasing physical assistance in the context of chain interruption. Journal of the Association for Persons with Severe Handicaps, 16, 154–167.
50.
Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play: Teaching scripts to typical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265–280.
51.
Goldstein, H., & Kaczmarek, L. (1992). Promoting communicative interaction among children in integrated intervention settings. In S. F. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 81–111). Baltimore: Brookes.
52.
Goldstein, H., & Mousetis, L. (1989). Generalized language learning by children with severe mental retardation: Effects of peers' expressive modeling. Journal of Applied Behavior Analysis, 22, 245–259.
53.
Green, C. W., Reid, D. H., White, L. K., Halford, R. C., Brittain, D. P., & Gardner, S. M. (1988). Identifying reinforcers for persons with profound handicaps: Staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31–43.
54.
Griffen, A. K., Wolery, M., & Schuster, J. W. (1992). Triadic instruction of chained food preparation responses: Acquisition and observational learning. Journal of Applied Behavior Analysis, 25, 193–204.
55.
Guess, D., Siegel-Causey, E., Roberts, S., Guy, B., Ault, M. M., & Rues, J. (1993). Analysis of state organizational patterns among students with profound disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 93–108.
56.
Gutierrez-Griep, R. (1984). Student preference of sensory reinforcers. Education and Training of the Mentally Retarded, 19, 108–113.
57.
Hall, M. G., Schuster, J. W., Wolery, M., Gast, D. L., & Doyle, P. M. (1992). Teaching cooking skills to students with moderate handicaps in a small group instructional format using constant time delay. Journal of Behavioral Education, 2, 257–279.
58.
Halle, J. W., Baer, D. M., & Spradlin, J. E. (1981). Teachers' generalized use of delay as a stimulus control procedure to increase language use in handicapped children. Journal of Applied Behavior Analysis, 14, 389–409.
59.
Haring, T. G., Neetz, J. A., Lovinger, L., Peck, C. A., & Semmel, M. (1987). Effects of four modified incidental teaching procedures to create opportunities for communication. Journal of the Association for Persons with Severe Handicaps, 12, 218–226.
60.
Holcombe, A., Wolery, M., & Snyder, E. (1994). Effects of two levels of procedural fidelity with constant time delay on children's learning. Journal of Behavioral Education, 4, 49–73.
61.
Holcombe, A., Wolery, M., Werts, M. G., & Hrenkevich, P. (1993). Effects of instructive feedback on future learning. Journal of Behavioral Education, 3, 259–285.
62.
Horner, R. H., & Albin, R. W. (1988). Research on general-case procedures for learners with severe disabilities. Education and Treatment of Children, 11, 375–388.
63.
Horner, R. H., Day, H. M., Sprague, J. R., O'Brien, M., & Heathfield, L. T. (1991). Interspersed requests: A nonaversive procedure for reducing aggression and self-injury during instruction. Journal of Applied Behavior Analysis, 24, 265–278.
64.
Horner, R. H., Eberhard, J. M., & Sheehan, M. R. (1986). Teaching generalized table bussing: The importance of negative teaching examples. Behavior Modification, 10, 457–471.
65.
Horner, R. H., Jones, D. N., & Williams, J. A. (1985). A functional approach to teaching generalized street crossing. Journal of the Association for Persons with Severe Handicaps, 10, 71–78.
66.
Horner, R. H., Sprague, J., & Wilcox, B. (1982). General case programming for community activities. In B. Wilcox & G. T. Bellamy (Eds.), Design of high school programs for severely handicapped students (pp. 61–98). Baltimore: Brookes.
67.
Houghton, J., Bronicki, G. B., & Guess, D. (1987). Opportunities to express preferences and make choices among students with severe disabilities in classroom settings. Journal of the Association for Persons with Severe Handicaps, 12, 18–27.
68.
Hughes, C., Harmer, M. L., Killian, D. J., & Niarhos, F. (1995). The effects of multiple-exemplar self-instruction training on high school students' generalized conversational interactions. Journal of Applied Behavior Analysis, 28, 201–218.
69.
Hughes, C., Hugo, K., & Blatt, J. (1996). Self-instruction intervention for teaching generalized problem-solving within a functional task sequence. American Journal on Mental Retardation, 100, 565–579.
70.
Hughes, C., & Lloyd, J. W. (1993). An analysis of self-management. Journal of Behavioral Education, 3, 405–425.
71.
Hung, D. W. (1978). Using self-stimulation as reinforcement for autistic children. Journal of Autism and Childhood Schizophrenia, 8, 355–366.
72.
Hunt, P., Alwell, M., & Goetz, L. (1991a). Establishing conversational exchanges with family and friends: Moving from training to meaningful communication. The Journal of Special Education, 25, 305–319.
73.
Hunt, P., Alwell, M., & Goetz, L. (1991b). Interacting with peers through conversation turn taking with a communication book adaptation. Augmentative and Alternative Communication, 7, 117–126.
74.
Ivancic, M. T., & Bailey, J. S. (1996). Current limits to reinforcer identification for some persons with profound multiple disabilities. Research in Developmental Disabilities, 17, 77–92.
75.
Kaiser, A. P. (1987). Teaching functional language skills. Distinguished lecture series, University of Kentucky, Lexington.
76.
Kaiser, A. P., Yoder, P. J., & Keetz, A. (1992). Evaluating milieu teaching. In S. F. Warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 9–47). Baltimore: Brookes.
77.
Kamps, D. M., Dugan, E. P., Leonard, B. R., & Daoust, P. M. (1994). Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities. American Journal on Mental Retardation, 99, 60–73.
78.
Kamps, D., Locke, P., Delquadri, J., & Hall, R. V. (1989). Increasing academic skills of students with autism using fifth grade peers as tutors. Education and Treatment of Children, 12 (1), 38–51.
79.
Koegel, R. L., Dunlap, G., & Dyer, K. (1980). Intertrial interval duration and learning in autistic children. Journal of Applied Behavior Analysis, 13, 91–99.
80.
Koegel, R. L., Dunlap, G., Richman, G. S., & Dyer, K. (1981). The use of specific orienting cues for teaching discrimination tasks. Analysis and Intervention in Developmental Disabilities, 1, 187–198.
81.
Koegel, R. L., Dyer, K., & Bell, L. K. (1987). The influence of child-preferred activities on autistic children's social behavior. Journal of Applied Behavior Analysis, 20, 243–252.
82.
Koegel, R. L., Koegel, L. K., Frea, W. D., & Smith, A. E. (1995). Emerging interventions for children with autism: Longitudinal and lifestyle implications. In R. L. Koegel & L. K. Koegel (Eds.), Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities (pp. 1–32). Baltimore: Brookes.
83.
Koegel, R. L., O'Dell, M., & Dunlap, G. (1988). Producing speech use in nonverbal autistic children by reinforcing attempts. Journal of Autism and Developmental Disorders, 18, 525–538.
84.
Koegel, R. L., & Williams, J. A. (1980). Direct versus indirect response-reinforcer relationships in teaching autistic children. Journal of Abnormal Child Psychology, 8, 537–547.
85.
Kohler, F. W., & Strain, P. S. (1990). Peer-assisted interventions: Early promises, notable achievements, and future aspirations. Clinical Psychology Review, 10, 441–452.
86.
Koury, M., & Browder, D. M. (1986). The use of delay to teach sight words by peer tutors classified as moderately mentally retarded. Education and Training of the Mentally Retarded, 21, 252–258.
87.
Lalli, J. S., Mace, F. C., Browder, D. M., & Brown, D. K. (1989). Comparison of treatments to teach number matching skills to adults with moderate mental retardation. Mental Retardation, 27 (2), 75–83.
88.
Lancioni, G. E., O'Reilly, M. F., & Emerson, E. (1996). A review of choice research with people with severe and profound developmental disabilities. Research in Developmental Disabilities, 17, 391–411.
89.
Leatherby, J. G., Gast, D. L., Wolery, M., & Collins, B. C. (1992). Assessment of rein-forcer preference in multi-handicapped students. Journal of Developmental and Physical Disabilities, 4, 15–36.
90.
Mason, S. A., McGee, G. G., Farmer-Dougan, V., & Risley, T. R. (1989). A practical strategy for ongoing reinforcer assessment. Journal of Applied Behavior Analysis, 22, 171–179.
91.
McDonnell, J. J., & Ferguson, B. (1988). A comparison of general case in vivo and general case simulation plus in vivo training. Journal of the Association for Persons with Severe Handicaps, 13, 116–124.
92.
McWilliam, R. A., & Bailey, D. B. (1992). Promoting engagement and mastery. In D. B. Bailey & M. Wolery (Eds.), Teaching infants and preschoolers with disabilities (pp. 229–255). New York: Macmillan.
93.
Moore, S. C., Agran, M., & Fodor-Davis, K. (1989). Using self-management strategies to increase the production rates of workers with severe handicaps. Education and Training in Mental Retardation, 24, 324–332.
94.
Morrow, S. A., & Bates, P. E. (1987). The effectiveness of three sets of school-based instructional materials and community training on the acquisition and generalization of community laundry skills by students with severe handicaps. Research in Developmental Disabilities, 8, 113–136.
95.
Neef, N. A., Lensbower, J., Hockersmith, I., DePalma, V., & Gray, K. (1990). In vivo versus simulation training: An interactional analysis of range and type of training exemplars. Journal of Applied Behavior Analysis, 23, 447–458.
96.
Newton, J. S., Ard, W. R., & Horner, R. H. (1993). Validating predicted activity preferences of individuals with severe disabilities. Journal of Applied Behavior Analysis, 26, 239–245.
97.
Nietupski, J., Hamre-Nietupski, S., Clancy, P., & Veerhusen, K. (1986). Guidelines for making simulation an effective adjunct to in vivo community instruction. Journal of the Association for Persons with Severe Handicaps, 11, 12–18.
98.
Odom, S. L., McConnell, S. R., & McEvoy, M. A. (1992). Social competence of young children with disabilities: Issues and strategies for intervention.Baltimore: Brookes.
99.
Odom, S. L., & Strain, P. S. (1984). Classroom-based social skills instruction for severely handicapped preschool children. Topics in Early Childhood Special Education, 4, 97–116.
100.
Pace, G. M., Ivancic, M. T., Edwards, G. L., Iwata, B. A., & Page, T. J. (1985). Assessment of stimulus preference and rein-forcer value with profoundly retarded individuals. Journal of Applied Behavior Analysis, 18, 249–255.
101.
Parsons, M. B., McCarn, J. E., & Reid, D. H. (1993). Evaluating and increasing meal-related choices throughout a service setting for people with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 253–260.
102.
Parsons, M. B., & Reid, D. H. (1990). Assessing food preferences among persons with profound mental retardation: Providing opportunities to make choices. Journal of Applied Behavior Analysis, 23, 183–195.
103.
Pierce, K. L., & Schreibman, L. (1994). Teaching daily living skills to children with autism in unsupervised settings through pictorial self-management. Journal of Applied Behavior Analysis, 27, 471–481.
104.
Reichle, J., Lindamood, L., & Sigafoos, J. (1986). The match between reinforcer class and response class: Its influence on communication intervention strategies. Journal of the Association for Persons with Severe Handicaps, 11, 131–135.
105.
Reid, D. H., & Favell, J. E. (1984). Group instruction with persons who have severe handicaps. Journal of the Association for Persons with Severe Handicaps, 9, 167–177.
106.
Rettig, M., Kallam, M., & McCarthy-Salm, K. (1993). The effect of social and isolate toys on social interactions of preschool-age children. Education and Training in Mental Retardation, 28, 252–256.
107.
Rincover, A., Newsom, C. D., Lovaas, O. I., & Koegel, R. L. (1977). Some motivational properties of sensory stimulation in psychotic children. Journal of Experimental Child Psychology, 24, 312–323.
108.
Sainato, D. M., & Carta, J. J. (1992). Classroom influences on the development of social competence in young children with disabilities. In S. L. Odom, S. R. McConnell, & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Issues and strategies for intervention (pp. 93–109). Baltimore: Brookes.
109.
Sandknop, P. A., Schuster, J. W., Wolery, M., & Cross, D. P. (1992). The use of an adaptive device to teach students with moderate mental retardation to select lower priced grocery items. Education and Training in Mental Retardation, 27, 219–229.
110.
Schoen, S. F., Lentz, F. E., & Suppa, R. J. (1988). An examination of two prompt fading procedures and opportunities to observe in teaching handicapped preschoolers self-help skills. Journal of the Division of Early Childhood, 12, 349–358.
111.
Schoen, S. E., & Sivil, E. O. (1989). A comparison of procedures in teaching self-help skills: Increasing assistance, time delay, and observational learning. Journal of Autism and Developmental Disorders, 19, 57–72.
112.
Slavin, R. E. (1987). A theory of school and classroom organization. Educational Psychologist, 22, 89–108.
113.
Snell, M. E. (Ed.). (1993). Instruction of students with severe disabilities (4th ed.). New York: Macmillan.
114.
Sprague, J. R., & Horner, R. H. (1984). The effects of single instance, multiple instance, and general case training on generalized vending machine use by moderately and severely handicapped students. Journal of Applied Behavior Analysis, 17, 273–278.
115.
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.
116.
Sugai, G. M., & White, W. (1986). The effect of self-stimulation as a reinforcer on the vocational work rates with severely handicapped students. Journal of Autism and Developmental Disorders, 16, 459–471.
117.
Thoman, E. B. (1990). Sleeping and waking states in infants: A functional perspective. Neuroscience and Biobehavioral Reviews, 14, 93–107.
118.
Venn, M. L., Wolery, M., Werts, M. G., Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers with disabilities to imitate their peers. Early Childhood Research Quarterly, 8, 277–294.
119.
Weber, R. C., & Thorpe, J. (1989). Comparison of task variation and constant task methods for severely disabled in physical education. Adapted Physical Activity Quarterly, 6, 338–353.
120.
Werts, M. G., Caldwell, N. K., & Wolery, M. (1996). Peer modeling of response chains: Observational learning by students with disabilities. Journal of Applied Behavior Analysis, 29, 53–66.
121.
Werts, M. G., Wolery, M., Holcombe, A., & Gast, D. L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5, 55–75.
122.
Westling, D. L., & Fox, L. (1995). Teaching students with severe disabilities.Englewood Cliffs, NJ: Prentice-Hall.
123.
Wilbers, J. S. (1990). Effects of high and low procedural fidelity during the delay interval of constant time delay. Unpublished master's thesis, University of Kentucky, Lexington.
124.
Williams, J. A., Koegel, R. L., & Egel, A. L. (1981). Response-reinforcer relationships and improved learning in autistic children. Journal of Applied Behavior Analysis, 14, 53–60.
125.
Winterling, V., Dunlap, G., & O'Neill, R. E. (1987). The influence of task variation on the aberrant behaviors of autistic students. Education and Treatment of Children, 10 (2), 105–119.
126.
Wolery, M. (1978). Self-stimulatory behavior as a basis for devising reinforcers. American Association for the Education of the Severely/Profoundly Handicapped Review, 3, 23–29.
127.
Wolery, M. (1994). Designing inclusive environments for young children with special needs. In M. Wolery & J. S. Wilbers (Eds.), Including children with special needs in early childhood programs (pp. 97–118). Washington, DC: National Association for the Education of Young Children.
128.
Wolery, M., Anthony, L., Snyder, E. D., Werts, M. G., & Heckathon, J. K. (in press). Training elementary teachers to embed instruction during classroom activities. Education and Treatment of Children.
129.
Wolery, M., Ault, M. J., & Doyle, P. M. (1992). Teaching students with moderate and severe disabilities: Use of response prompting strategies.White Plains, NY: Longman.
130.
Wolery, M., Ault, M. J., Gast, D. L., Doyle, P. M., & Griffen, A. K. (1991). Teaching chained tasks in dyads: Acquisition of target and observational behaviors. The Journal of Special Education, 25, 198–220.
131.
Wolery, M., Doyle, P. M., Ault, M. J., Gast, D. L., Meyer, S., & Stinson, D. (1991). Effects of presenting incidental information in consequent events on future learning. Journal of Behavioral Education, 1, 79–104.
132.
Wolery, M., Doyle, P. M., Gast, D. L., Ault, M. J., & Simpson, S. L. (1993). Comparison of progressive time delay and transition-based teaching with preschoolers who have developmental delays. Journal of Early Intervention, 17, 160–176.
133.
Wolery, M., Kirk, K., & Gast, D. L. (1985). Stereotypic behavior as a reinforcer: Effects and side-effects. Journal of Autism and Developmental Disorders, 15, 149–161.
134.
Wolery, M., Werts, M. G., & Holcombe, A. (1994). Current practices with young children who have disabilities: Issues of placement, assessment, and instruction. Focus on Exceptional Children, 26 (6), 1–12.
135.
Wolery, M., Werts, M. G., Snyder, E. D., & Caldwell, N. K. (1994). Efficacy of constant time delay implemented by peer tutors in general education classrooms. Journal of Behavioral Education, 4, 415–436.
