ACQUISITION, FLUENCY TRAINING, GENERALIZATION, AND MAINTENANCE OF DRESSING SKILLS OF TWO DEVELOPMENTALLY DISABLED CHILDREN

A multiple baseline design was used to determine the effectiveness of acquisition and fluency training procedures on the dressing performance of two mentally retarded, multiply handicapped preschool children. Whole task training and graduated guidance were used to teach independent dressing skills. After the children acquired the basic dressing skills via the whole task training method, additional practice (fluency training) elevated their skill performance to socially validated rates. After fluency was achieved, the children's behavior generalized across settings and persons. A 4-week follow-up was conducted and the newly acquired dressing behaviors were still performed at socially validated rates.