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Community-based instruction with profoundly mentally retarded persons: client and public responsiveness


Community-based instruction with profoundly mentally retarded persons: client and public responsiveness



Research in Developmental Disabilities 9(1): 3-21



ISSN/ISBN: 0891-4222

PMID: 3353540

DOI: 10.1016/0891-4222(88)90016-9

Three experiments were conducted to evaluate the effects of a training program implemented in a community setting for teaching receptive language skills to profoundly mentally retarded persons. In Experiment 1, the program was implemented in a local department store and consisted of a least-to-most intrusive prompting paradigm and contingent consequences. The community-based training strategy was effective in teaching receptive identification of three objects to a profoundly mentally retarded adolescent. Additionally, generalized improvements occurred in other store locations, although cross-modal generalization in terms of changes in expressive skills did not occur. These results were replicated in Experiment 2 with two other clients in the same store, and in Experiment 3 with another client in an outdoor recreational area. Also, a questionnaire survey indicated that store employees in the first two experiments had very favorable reactions to the program. Results are discussed in regard to continued research with community-based training as a means of expanding educational opportunities for individuals who are profoundly mentally retarded.

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Accession: 039613985

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