Community environments offer a rich variety of stimuli to which severely handicapped students must learn to respond. Teaching procedures are needed that will draw a student's attention to the relevant cues and corrections as they naturally occur in the community. A decision model is presented which should allow teachers to intervene more systematically when students fail to respond to relevant cues and corrections.
BaumgartD.BrownL.PumpianI.NisbetJ.FordA.SweetM.MessnaR.SchroederJ. (1982). Principle of partial participation and individualized adaptations in educational programs for severely handicapped students. Journal of The Association for the Severely Handicapped, 7(2), 17–27.
2.
BoersmaF. J.MuirW. (1975). Eye movements and information processing in mentally retarded children. Rotterdam: University Press.
3.
BrownL.FalveyM.VincentL.KayeN.JohnsonF.Ferrara-ParrishP.GruenewaldL. (1980). Strategies for generating comprehensive, longitudinal and chronological age appropriate individual education programs for adolescent and young adult severely handicapped students. Journal of Special Education, 14, 199–215.
4.
BrownL.NietupskiJ.Hamre-NietupskiS. (1976). The criterion of ultimate functioning and public school services for the severely handicapped student. In ThomasM. A. (Ed.), Hey, don't forget about me: Education's investment in the severely, profoundly and multiply handicapped (pp.2–15). Reston, VA: The Council for Exceptional Children.
5.
BrownL.ShiragaB.FordA.NisbetJ.VanDeventerP.SweetM.YorkJ.LoomisR. (1983). Teaching severely handicapped students to perform meaningful work in non-sheltered vocational environments. In BrownL.FordA.NisbetJ.SweetM.ShiragaB.YorkJ.LoomisR.VanDeventerP. (Eds.), Educational programs for severely handicapped students, Vol. XIII (pp. 1–100). Madison, WI: Madison Metropolitan School District.
6.
CoonM.VogelsbergR. T.WilliamsW. (1981). Effects of classroom public transportation instruction in generalization to the natural environment. Journal of The Association for the Severely Handicapped, 6(2), 46–53.
7.
CsapoM. (1981). Comparison of two prompting procedures to increase response fluency among severely handicapped learners. Journal of The Association for the Severely Handicapped, 6(1), 39–47.
8.
FalveyM.BrownL.LyonS.BaumgartD.SchroederJ. (1980). Strategies for using cues and correction procedures. In SailorW.WilcoxB.BrownL. (Eds.), Methods of instruction for severely handicapped students (pp. 109–134). Baltimore: Paul H. Brookes.
9.
FordA.DavisJ.MessinaR.RanieriL.NisbetJ.SweetM. (1982). Arranging instruction to ensure the active participation of severely multihandicapped students. In BrownL.NisbetJ.FordA.SweetM.ShiragaB.GruenewaldL. (Eds.), Educational programs for severely handicapped students. Vol. XII (pp. 31–97). Madison, WI: Madison Metropolitan School District.
10.
GentryD.DayM.NakaoC. (1979). The effectiveness of two-prompt sequencing procedures for discrimination learning with severely handicapped individuals. Moscow: University of Idaho.
11.
GoldM. (1972). Stimulus factors in skill training of the retarded on a complex assembly task: Acquisition, transfer, and retention. American Journal of Mental Deficiency, 76, 517–526.
12.
GoldM. (1974). Redundant cue removal in skill training for the retarded. Education and Training of the Mentally Retarded, 9, 5–8.
13.
HaringN.LibertyK.WhiteO. R. (1980). Rules for data-based strategy decisions in instructional programs: Current research and instructional implications. In SailorW.WilcoxB.BrownL. (Eds.), Methods of instruction for severely handicapped students (pp. 159–192). Baltimore: Paul H. Brookes.
14.
HillT.WehmanP.HorstG. (1982). Toward generalization of appropriate leisure and social behavior in severely handicapped youth: Pinball machine use. Journal of The Association for the Severely Handicapped, 6(4), 38–44.
15.
KrupskiA. (1979). Are retarded children more distractible? Observational analysis of retarded and nonretarded children's classroom behavior. American Journal of Mental Deficiency, 84, 1–10.
16.
MesarosR. A. (1982). Behavioral interventions with autistic children in natural environments. Paper presented at the Eighth Annual Conference of the Association for Behavior Analysis, Milwaukee, Wisconsin.
17.
MillerP. (1979). Stimulus dimensions, problem solving and Piaget. In HaleG.LewisM. (Eds.), Attention and cognitive development (pp. 97–118). New York: Plenum Press.
18.
NeefN.IwataB.PageT. (1978). Public transportation training: In vivo versus classroom instruction. Journal of Applied Behavior Analysis, 11, 331–334.
19.
RuschF.WeithersJ.MenchettiB.SchutzR. (1980). Social validation of a program to reduce topic repetition in a nonsheltered setting. Education and Training of the Mentally Retarded, 15, 208–215.
SeligmanM. (1975). Helplessness: On depression, development, and death. San Francisco: Freeman and Co.
22.
SidmanM.StoddardL. (1967). The effectiveness of fading in programming a simultaneous form discrimination for retarded children. Journal of Experimental Analysis of Behavior, 10, 3–15.
23.
SnellM. E.GastD. L. (1981). Applying time delay procedure to the instruction of the severely handicapped. Journal of The Association for the Severely Handicapped, 6(3), 3–14.
24.
StokesT. F.BaerD. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367.
25.
SuchmanR. G.TrabassoT. (1966). Stimulus preference and cue function in young children's concept attainment. Journal of Experimental Child Psychology, 3, 188–198.
26.
TawneyJ. (1972). Training letter discrimination in four year old children. Journal of Applied Behavior Analysis, 5, 455–465.
27.
TerraceH. (1963). Discrimination with and without “errors.”Journal of the Experimental Analysis of Behavior, 6, 1–27.
28.
Van den PolR.IwataB.IvancicT.PageT.NeefN.WhitleyF. (1981). Teaching the handicapped to eat in public places: Acquisition, generalization and maintenance of restaurant skills. Journal of Applied Behavior Analysis, 14, 61–69.
29.
WheelerJ.FordA.NietupskiJ.BrownL. (1980). Teaching moderately and severely handicapped adolescents to shop in supermarkets using pocket calculators. Education and Training of the Mentally Retarded, 15, 108–112.
30.
WolfeV.CuvoA. (1978). Effects of within-stimulus and extra-stimulus prompting on letter discrimination by mentally retarded persons. American Journal of Mental Deficiency, 83, 297–303.
31.
ZeamanD.HouseB. J. (1963). The role of attention in retardate discrimination learning. In EllisN. R. (Ed.), Handbook of mental deficiency (pp. 159–223). New York: McGraw-Hill.