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AN EVALUATION OF LABELING‐THEN‐DOING WITH MODERATELY HANDICAPPED PERSONS: ACQUISITION AND GENERALIZATION WITH COMPLEX TASKS
Author(s) -
Wacker David P.,
Berg Wendy K.,
McMahon Colleen,
Templeman Mark,
McKinney Jeff,
Swarts Valerie,
Visser Melissa,
Marquardt Pam
Publication year - 1988
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1988.21-369
Subject(s) - generalization , task (project management) , multiple baseline design , psychology , calculator , key (lock) , cognitive psychology , developmental psychology , mathematics education , computer science , intervention (counseling) , psychiatry , mathematical analysis , mathematics , management , computer security , economics , operating system
We conducted two experiments in which moderately mentally retarded persons were trained first to label and then to enter characters into a computer, calculator, or checkbook (label‐then‐do) within a multiple baseline design. In Experiment 1, 5 young adults were trained to enter statistical programs into computers in an office setting. Following training, all subjects' use of verbal labels and key‐entry skills generalized across tasks (programs) and settings (offices and computer terminals). In Experiment 2, 3 junior high school students were trained with self‐labeling procedures to complete a key‐entry task and to balance a checkbook. The performance of all students generalized across tasks and settings, and the use of labels generalized for 2 of the students. Results are discussed relative to mediated generalization and to establishing verbal control over behavior.