| Abstract: | Three institutionalized adolescents with severe mental retardation were taught the socially valid skill of serving themselves during family-style meals. A nine-step task analysis was used as a guide for teaching the students, combined with verbal prompts, physical guidance, praise and correction. A multiple base-line design across three subjects was used to evaluate training. All three students successfully acquired the skill, which was seen as a step towards normalization and community placement. |
