BellamyG. T.HornerR. H.InmanD. (1979). Vocational rehabilitation of severely retarded adults: A direct service technology.Baltimore: University Park Press.
2.
BillingsleyF. F.RomerL. T. (1983). Response prompting and the transfer of stimulus control: Methods, research, and a conceptual framework. The Journal of The Association for the Severely Handicapped8(2), 3–12.
3.
BrowderD. M.HinesC.McCarthyL. J.FeesJ. (1984). A treatment package for increasing sight work recognition for use in daily living skills. Education and Training of the Mentally Retarded19, 191–200.
4.
CoonM. E.VogelsbergR. T.WilliamsW. (1981). Effects of classroom public transportation instruction on generalization to the natural environment. Journal of The Association for the Severely Handicapped6(2), 46–53.
5.
CsapoM. (1981). Comparison of two prompting procedures to increase response fluency among severely handicapped learners. The Journal of The Association for the Severely Handicapped6(1), 39–47.
6.
CuvoA. J.LeafR. B.BorakoveL. S. (1978). Teaching janitorial skills to the mentally retarded: Acquisition, generalization, and maintenance. Journal of Applied Behavior Analysis11, 345–355.
7.
DayH. M. (1987). Comparison of two prompting procedures to facilitate skill acquisition among severely mentally retarded adolescents. American Journal of Mental Deficiency91(4), 366–372.
8.
EtzelB.LeBlancJ. (1979). The simplest treatment alternative: The law of parsimony applied to choosing appropriate instruction control and errorless learning procedures for the difficult child. Journal of Autism and Development Disorders9, 361–382.
9.
FordA.MirendaP. (1984). Community instruction: A natural cues and corrections decision model. The Journal of The Association for Persons with Severe Handicaps9(2), 79–87.
10.
GauleK.NietupskiJ.CertoN. (1985). Teaching supermarket shopping skills using an adaptive shopping list. Education and Training of the Mentally Retarded20(1), 53–59.
11.
Gaylord-RossR. J.HolvetJ. (1985). Strategies for educating students with severe handicaps.Boston: Little, Brown and Co.
12.
HalleJ. W.MarshallG. M.SpradlinJ. E. (1979). Time delay: A technique to increase language usage and facilitate generalization in retarded children. Journal of Applied Behavior Analysis12(2), 431–439.
13.
HornerR. G.BellamyG. T.ColvinG. (1984). Responding in the presence of nontrained stimuli: Implications of generalization error patterns. The Journal of The Association for Persons with Severe Handicaps9(4), 287–295.
14.
JohnsonB. F.CuvoA. T. (1981). Teaching mentally retarded adults to cook. Behavior Modification5, 187–202.
15.
KleinenH. L.GastD. L. (1982). Teaching a multihandicapped adult manual signs using a constant time delay procedure. Journal of The Association for the Severely Handicapped6(4), 25–32.
16.
KoegelR. L.RincoverA. (1976). Some detrimental effects of using extra stimuli to guide learning in normal and autistic children. Journal of Abnormal Psychology4(1), 59–71.
17.
SailorW.GuessD. (1983). Severely handicapped students: An instructional design.Boston: Houghton-Mifflin.
18.
SailorW.HalvorsenA.AndersonJ.GoetzL.GeeK.DoeringK.HuntP. (1986). Community intensive instruction. In HornerR. H.MeyerL. H.FredericksH. D. (Eds.), Education of learners with severe handicaps: Exemplary service strategies (pp. 251–288) Baltimore: Paul H. Brookes.
19.
SaundersR.SailorW. (1979). A comparison of three strategies of reinforcement on two-choice learning problems with severely retarded children. AAESPH Review4, 323–333.
20.
SchleienS. J.AshT.KiernanJ.WehmanP. (1981). Developing independent cooking skills in a profoundly retarded woman. Journal of The Association for the Severely Handicapped6(2), 23–29.
21.
SchleienS. J.WehmanP.KiernanJ. (1981). Teaching leisure skills to severely handicapped adults: An age-appropriate darts game. Journal of Applied Behavior Analysis14, 23–29.
22.
SnellM. E. (1982). Teaching bedmaking to severely retarded adults through time delay. Analysis and Intervention in Developmental Disabilities2, 139–155.
23.
SnellM. E. (1983). Systematic instruction of the moderately and severely handicapped.Columbus, OH: Charles E. Merrill.
24.
SnellM. E.BrowderD. M. (1986). Community-referenced instruction: Research and issues. The Journal of The Association for Persons with Severe Handicaps11(1), 1–11.
25.
SnellM. E.GastD. L. (1981). Applying time delay procedures to the instruction of the severely handicapped. The Journal of The Association for the Severely Handicapped6(3), 3–14.
26.
SowersJ.ThompsonL.ConnisR. (1979). The food service vocational training program. In BellamyG. T.O'ConnerG.KaranO. (Eds.), Vocational rehabilitation of severely handicapped persons: Contemporary service strategies (pp. 181–206) Baltimore: University Park Press.
27.
TawneyJ. W.GastD. L. (1984). Single subject research in special education.Columbus, OH: Charles E. Merrill.
28.
TerraceH. S. (1966). Stimulus control. In HonigW. (Ed.), Operant behavior: Areas of research and application (pp. 271–344) New York: Appleton-Century-Crofts.
29.
WallsR. T.HaughtP.DowlerD. L. (1982). Moments of transfer of stimulus control in practical assembly tasks by mentally retarded adults. American Journal of Mental Deficiency87(3), 309–315.
30.
WilcoxB.BellamyG. T. (1982). Design of high school programs for severely handicapped students.Baltimore: Paul H. Brookes.
31.
WoleryM.GastD. L. (1984). Effective and efficient procedures for the transfer of stimulus control. Topics in Early Childhood Special Education4(3), 52–77.
32.
ZaneT.WallsR. T.ThvedtJ. E. (1981). Prompting and fading guidance procedures: Their effect on chaining and whole task teaching strategies. Education and Training of the Mentally Retarded16, 125–135.