Abstract
This paper describes the procedures used to test, revise, and test again a program designed to train feminine hygiene skills to moderately retarded females. Emphasis was placed on developing systematic criteria for decisions concerning programs that require revision and identifying components of the program contributing to the lack of success. A multiple baseline across subjects was used to measure program effectiveness. During the first test of the program, one out of four subjects had acquired the skills taught in the program. Decisions on revisions were made according to a set of predetermined criteria. The second field testing of the program resulted in all eight subjects acquiring the skills taught. A systematic revision strategy was successful in improving the quality of the program.
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