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5. Independent performance among individuals with mental retardation: promoting generalization through self-instruction. Hughes C Prog Behav Modif; 1991; 27():7-35. PubMed ID: 2047322 [TBL] [Abstract][Full Text] [Related]
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7. Degrees of specificity in task analysis. Crist K; Walls RT; Haught PA Am J Ment Defic; 1984 Jul; 89(1):67-74. PubMed ID: 6465215 [TBL] [Abstract][Full Text] [Related]
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9. Systematic correction procedures in vocational-skill training of severely retarded individuals. Close DW; Irvin LK; Prehm HJ; Taylor VE Am J Ment Defic; 1978 Nov; 83(3):270-5. PubMed ID: 717440 [TBL] [Abstract][Full Text] [Related]
10. Placement of prompts, length of task, and level of retardation in learning complex assembly tasks. Haught P; Walls RT; Crist K Am J Ment Defic; 1984 Jul; 89(1):60-6. PubMed ID: 6465214 [TBL] [Abstract][Full Text] [Related]
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13. Facilitating the vocational-interpersonal skills of mentally retarded individuals. La Greca AM; Stone WL; Bell CR Am J Ment Defic; 1983 Nov; 88(3):270-8. PubMed ID: 6650578 [TBL] [Abstract][Full Text] [Related]
14. Use of teacher prompts to increase social behavior: generalization effects with severely and profoundly retarded adolescents. Petersen GA; Austin GJ; Lang RP Am J Ment Defic; 1979 Jul; 84(1):82-6. PubMed ID: 484610 [TBL] [Abstract][Full Text] [Related]
15. Teaching safety skills to high school students with moderate disabilities. Winterling V; Gast DL; Wolery M; Farmer JA J Appl Behav Anal; 1992; 25(1):217-27. PubMed ID: 1582967 [TBL] [Abstract][Full Text] [Related]
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