Using General-Case Instruction to Teach Spontaneous and Generalized Requests for Assistance to Learners with Severe Disabilities

Janis Chadsey-Rusch, Erik Drasgow, Bruce Reinoehl, James W Halle, Lana Collet-Klingenberg

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to assess the effects of general-case instruction on spontaneous and generalized requests for assistance by three adolescents with severe disabilities. The findings support the efficacy of the general-case approach in relation to using a single example to teach requests for help. The distinguishing aspect of the general-case phase was the variation in stimulus conditions that occurred across teaching opportunities. Results indicated that general-case instruction produced generalized requests for assistance with two of the three learners. The implications for using general-case procedures for teaching communicative interactions are discussed and future research areas are proposed.

Original languageEnglish (US)
Pages (from-to)177-187
Number of pages11
JournalResearch and Practice for Persons with Severe Disabilities
Volume18
Issue number3
DOIs
StatePublished - Sep 1993

Keywords

  • communication
  • general-case
  • generalization
  • language
  • spontaneity
  • stimulus control

ASJC Scopus subject areas

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

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