TRAINING PREADOLESCENT AND ADOLESCENT STUDENTS WITH MODERATE MENTAL-RETARDATION NAME WRITING SKILLS

The purpose of the present investigation was to determine whether scho ol children with moderate retardation could learn to print their own f irst names with a systematic set of behavioral teaching procedures. Te aching procedures involved the use of task analysis, prompting, modeli ng, and contingent teacher praise. Teaching procedures were evaluated in a combination multiple baseline and pre-post-test design with repea ted measures across subject-pairs. Results indicated that the children acquired the skills to print their names legibly during the 6-week tr aining program. Follow-up data, taken at 10 and 15 days after the expe riment was terminated revealed that the subjects retained the writing skills that were previously trained.