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TEACHING JOB INDEPENDENCE AND FLEXIBILITY TO MENTALLY RETARDED STUDENTS THROUGH THE USE OF A SELF‐CONTROL PACKAGE

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1983EFFECTS OF PICTURE PROMPTS ON THE ACQUISITION OF COMPLEX VOCATIONAL TASKS BY MENTALLY RETARDED ADOLESCENTS125 cited
1979THE EFFECTS OF SEQUENTIAL PICTORIAL CUES, SELF‐RECORDING, AND PRAISE ON THE JOB TASK SEQUENCING OF RETARDED ADULTS98 cited
1980TEACHING MENTALLY RETARDED ADULTS TO TIME‐MANAGE IN A VOCATIONAL SETTING86 cited

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2013Effects of Visual Activity Schedules on Independent Classroom Transitions for Students with Autism55 cited
2000Acquisition of a Picture Prompt Strategy to Increase Independent Performance52 cited
1994Training Pupils With Intellectual Disability To Operate Educational Technology Using Video Prompting51 cited
2008Effects of a photo activity schedule book on independent task changes by students with intellectual disabilities in community and school job sites45 cited
1998Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks11The authors gratefully acknowledge Clayton County Schools and the students and teachers of Lovejoy High School for their participation in this study.44 cited
1987Self-recruited feedback: A cost-effective procedure for maintaining behavior43 cited
1992Using Self-Scheduling to Promote Self-Directed Leisure Activity in Home and Community Settings

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37 cited

1987In Vivo Use of Picture Prompt Training to Increase Independent Work at a Restaurant35 cited

2007Review of Research on Self-Management Interventions in Supported Employment Settings for Employees With Disabilities23 cited

2003Student‐directed learning strategies to promote the progress of students with intellectual disability in inclusive classrooms23 cited

2021Self-management of vocational skills for people with significant intellectual disabilities: A systematic review22 cited