This study compared the effects of the decreasing assistance and the increasing assistance approach of the fluency-building rates of severely and profoundly handicapped learners. Using a two-choice discrimination task with six non-verbal subjects who could follow a limited number of simple commands, it was found that during fluency building the increasing assistance approach appeared to be more efficient.
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WhiteO.A manual of the calculation and use of median stage—A method of progress estimation and prediction in the simple case. Working Paper 16. Eugene: University of Oregon, 1972.
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CastorG. (Ed.). Curriculum and monitoring system training manual, Logan and Cedar City: Utah State University, 1978.
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CuvoA.LeafR.BorakoveL.Teaching janitorial skills to the mentally retarded: Acquisition, generalization, and maintenance. Journal of Applied Behavior Analysis, 1978, 11, 345–355.
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GentryD.DayM.NakaoC.The effectiveness of two-prompt sequencing procedures for discrimination learning with severely handicapped individuals. Moscow: University of Idaho, 1979.
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HedbringC.Getting it together with P.L. 94-142. A practical guide to IEP development and implementation. New York: Hebsing & Associates, 1977.
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HornerD.KeilitzI.Training mentally retarded adolescents to brush their teeth. Journal of Applied Behavior Analysis, 1974, 8, 301–309.
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HunterJ.BellamyG.Cable harness construction for severely retarded adults: A demonstration of training technique. Habilitation of severely and profoundly retarded adults. Eugene: University of Oregon, 1976. (Monograph).
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LibertyK.Investigation of phases of learning and facilitating instructional events for the severely handicapped. Seattle: University of Washington, 1978.
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