Comparison of Three Strategies for Teaching Generalized Grocery Purchasing to High School Students with Severe Handicaps

Abstract

Teachers often provide classroom based instruction on the assumption that behaviors learned in the classroom will be performed in natural settings. The present study examines this assumption by comparing the effectiveness of three strategies for purchasing grocery store items with four high school students labeled moderately or severely retarded. Students were trained to negotiate payment to the cashier by (a) role playing in the classroom with flashcards designating the amount of purchase, (b) role playing in the classroom with slides of cash registers at different amounts, or (c) role playing with the slides and in vivo training in one store. A multiple baseline design across subjects indicates afunctional relationship between the combined slide and in vivo strategy and correct performance across a range of nontrained probe stores. Neither role playing strategy alone was successful at teaching a generalized purchasing skill. The data are discussed in terms of research implications for studying generalization and instructional recommendations for teachers.