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GENERALIZATION AND MAINTENANCE OF COMPLEX SKILLS BY SEVERELY HANDICAPPED ADOLESCENTS FOLLOWING PICTURE PROMPT TRAINING

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References

1977AN IMPLICIT TECHNOLOGY OF GENERALIZATION 13,349 cited
1978Systematic instruction of the moderately and severely handicapped276 cited
1983EFFECTS OF PICTURE PROMPTS ON THE ACQUISITION OF COMPLEX VOCATIONAL TASKS BY MENTALLY RETARDED ADOLESCENTS125 cited

Cited by

1995Promoting Independence in Integrated Classrooms by Teaching Aides to use Activity Schedules and Decreased Prompts101 cited
2006Generalized use of a handheld prompting system92 cited
2010Use of Self-Modeling Static-Picture Prompts via a Handheld Computer to Facilitate Self-Monitoring in the General Education Classroom83 cited
2000Promoting Independent Task Performance by Persons with Severe Developmental Disabilities through a New Computer-Aided System81 cited
2008Enhancing Social and Transition Behaviors of Persons with Autism through Activity Schedules: A Review78 cited
2004Considering student choice when selecting instructional strategies: a comparison of three prompting systems67 cited
2001Self-management of instruction cues for occupation: review of studies with people with severe and profound developmental disabilities60 cited
1995Self-Management of Schedule following in Three Teenagers with Autism53 cited
1992The Effects of Self-Operated Auditory Prompting Tapes on the Performance Fluency of Persons with Severe Mental Retardation53 cited
2000Acquisition of a Picture Prompt Strategy to Increase Independent Performance

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52 cited

1994Training Pupils With Intellectual Disability To Operate Educational Technology Using Video Prompting51 cited

1999Using Self-Instructional Pictorial Manuals to Teach Child-Care Skills to Mothers with Intellectual Disabilities49 cited

2015The independent use of self-instructions for the acquisition of untrained multi-step tasks for individuals with an intellectual disability: A review of the literature47 cited

1997Using Picture Prompts to Teach an Adult with Developmental Disabilities to Independently Complete Vocational Tasks46 cited

1996NAMING, THE FORMATION OF STIMULUS CLASSES, AND APPLIED BEHAVIOR ANALYSIS46 cited

1994Teaching young adults with developmental disabilities and visual impairments to use tape-recorded recipes: Acquisition, generalization, and maintenance of cooking skills46 cited