The Effects of Incidental Teaching on the Generalized Use of Social Amenities at School by a Mildly Handicapped Adolescent

Authors

L. K. Oswald
Benjamin Lignugaris / Kraft, Utah State UniversityFollow
R. West

Document Type

Article

Journal/Book Title/Conference

Education and Treatment of Children

Volume

13

Publication Date

1990

First Page

142

Last Page

152

Abstract

Recently, researchers have begun exploring the effects of incidental teaching on the acquisition of socially appropriate behavior by handicapped children and adults. The results of these investigations suggest that incidental teaching may facilitate the generalization of newly trained social skills. This study used incidental teaching procedures to teach a 16-year-old mildly handicapped student to use social amenities in a resource classroom. In addition, generalization was assessed to another resource classroom and to an art classroom. The results of the study indicated that the student increased his use of social amenities in the training setting. Moreover, directions to use thank you and please in other classes were sufficient to produce generalized responding in a second resource classroom and an art classroom. Implications for using incidental teaching to teach social skills are discussed.

Comments

Originally published by West Virginia University Press.

Recommended Citation

Oswald, L. K., Lignugaris/Kraft, B., & West, R. (1990) The effects of incidental teaching on the generalized use of social amenities at school by a mildly handicapped adolescent. Education and Treatment of Children, 13, 142-152.