Teaching Generalized Reading of Product Warning labels to Adolescents With mental Disabilities Through the Use of Key Words

Abstract

Key words from product warning labels were taught to four adolescents with moderate mental disabilities using flash cards and a progressive time-delay procedure. Instrnction was conducted in dyads to facilitate observational learning. To enhance generalization, students were presented with nontargeted or incidental information during the feedback statement that included visual and auditory exposure to key word definitions and contextual examples. Students mastered the reading of target key words in a relatively short amount of time with minimal errors. In addition, they demonstrated some observational and incidental learning. How- ever, generalization probe data collected with actual products across settings revealed the need for more instruction using strategies that facilitate generalization before students have a skill that can be considered functional.

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