Four developmentally disabled adults were taught to plan nutritious meals, devise grocery lists, and locate listed foods in a supermarket. Training procedures included various instructional materials, experimenter modeling, verbal instructions, and response-contingent feedback. After 7 to 9 hours of training, subjects met the designated acquisition criterion. Follow-ups after 1 week and 1 month demonstrated that all three subtasks were maintained above a 90% level. A probe to a novel supermarket showed generalization on the food location task for all subjects. A multiple probe design across subjects showed that skill acquisition occurred only after each subtask was trained.
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