Filling a soda machine, using a duplicating machine, and using a photocopier were taught to four high school students with mild or moderate disabilities. A 5 second constant time delay procedure was used to teach the three chained tasks. A multiple probe design evaluated the effectiveness of the procedure. A model prompt with verbal description served as the controlling prompt throughout training. All students acquired the targeted skills while committing a low percentage of errors (3.2%). Maintenance and generalization data, collected up to 11 months after training ended, were mixed.
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