The generalized performance of functional skills is a critical outcome of instruction for learners with mental retardation. This article presents a rationale for including generalized outcomes in instructional objectives and provides recommendations related to the development of objectives which specify generalization. Examples of objectives that include generalized performance are presented, and differences between those examples and typical objectives are discussed. A checklist is provided to facilitate the preparation of objectives which target the use of functional skills in natural, nontraining situations.
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