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Establishing generalized verb-noun instruction-following skills in retarded children

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References

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1973AN ANALYSIS OF INDIVIDUAL DIFFERENCES IN GENERALIZATION BETWEEN RECEPTIVE AND PRODUCTIVE LANGUAGE IN RETARDED CHILDREN1107 cited
1971EFFECTS OF REINFORCEMENT AND GUIDANCE PROCEDURES ON INSTRUCTION‐FOLLOWING BEHAVIOR OF SEVERELY RETARDED CHILDREN80 cited
1974TRANSFER OF STIMULUS CONTROL FROM MOTOR TO VERBAL STIMULI166 cited

Cited by

1987Delayed prompting: A review of procedural variations and results62 cited
1990Interaction of Contingencies and Rule Instructions in the Performance of Human Subjects in Conditional Discrimination59 cited
1996REFLECTIONS ON NAMING AND OTHER SYMBOLIC BEHAVIOR55 cited

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1989

A Comparison of Constant Time Delay and Most-to-Least Prompting in Teaching Laundry Skills to Students with Moderate Retardation

54 cited

1987Effects of a Constant Time Delay Procedure on the Written Spelling Performance of a Learning Disabled Student50 cited

1987A comparison of time delay and system of least prompts in teaching object identification50 cited

1982Analysis of time delay procedures in teaching daily living skills to retarded adults47 cited

2016The use of matrix training to promote generative language with children with autism46 cited

1986Time Delay and System of Least Prompts: A Comparison in Teaching Manual Sign Production45 cited

1987Acquisition and extension of syntactic repertoires by severely mentally retarded youth43 cited

1987Teaching interactive signing in a dialogue situation to mentally retarded individuals43 cited