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OBJECTIVE To evaluate the effectiveness of video self-modelling plus prompting and feedback to teach a cooking skill to people with traumatic brain injury (TBI) and to examine skill generalization to a novel food item. RESEARCH DESIGN Multiple probe across participants. METHODS AND PROCEDURES Four individuals with TBI received instruction in cooking.(More)
The following paper will detail demographic information about alcohol and substance abuse issues in the acquired brain injury (ABI) population. Included in such a review will be a systematic presentation of the current data on the incidence of such issues as well as a comprehensive treatment model with outcome data provided. Pre- and post-test measures of(More)
An 8-year follow-up of the maintenance of social skills training effects was conducted. Nine subjects from previously published studies that targeted general/social, social/vocational, and social/sexual skills were retested in role play or interview/simulation generalization assessments. The follow-up tests revealed that 5 subjects' correct responding was(More)
We evaluated the direct and generalized effects of cues-pause-point language training procedures on immediate echolalia and correct responding in two severely retarded females. Two experiments were conducted with each subject in which the overall goal was to encourage them to remain quiet before, during, and briefly after the presentation of questions and(More)
We taught three mentally handicapped students to answer questions with verbal labels and evaluated the generalized effects of this training on their maladaptive speech (e.g., echolalia) and correct responding to untrained questions. The students received cues-pause-point training on an initial question set followed by generalization assessments on a(More)
The benefits of teaching manual sign language skills to severely and profoundly mentally retarded persons are becoming well documented. However, if these individuals are to use manual signing for functional communication, then their daily caregivers must also be skilled in the use of signs. In this study, a program for teaching signing skills to(More)
A program to involve institutional staff in developing manual sign language skills with profoundly retarded persons was evaluated. In Experiment 1, six direct care staff, with close supervision, taught a small repertoire of signs to six profoundly retarded residents who had not benefited from previous training in vocal language. Training was conducted in a(More)
A program was implemented to increase the manual signing of five profoundly retarded and four autistic youth within their daily environment. Each participant was nonvocal or minimally vocal. The program was based on modified incidental teaching strategies and was implemented by direct care personnel under supervision in an institutional setting. Specific(More)
A strategy for systematically discontinuing aversive treatment components is illustrated with a 52-month follow-up of the treatment of severe aggression by an institutionalized, dually diagnosed deaf male. Phase 1 lasted 28 months and included: (a) contingent electric shock, (b) a high density positive reinforcement, (c) compliance training, (d) transfer of(More)
The community living preferences of 4 institutionalized adults with mild mental retardation were identified using photographs that depicted a variety of residential characteristics. Individuals then were taught to obtain information regarding their preferences during tours of community group homes, to report that information to their social workers, and to(More)