Teaching vocational skills with a faded auditory prompting system

In this study, we taught students with mild mental retardation to use an au ditory prompting system to complete the vocational skills of cleaning a bat hroom mirror, sink, and toilet in a classroom setting located in a middle s chools Generalization to the faculty bathroom located outside the training setting also was assessed. A multiple probe across behaviors design replica ted across three students was used to assess the effectiveness of the audit ory prompting system. Students acquired the skills and generalized the skil ls to a novel setting. There were mixed results concerning maintenance of t he skills. Future research issues are discussed.