Teaching Vocational Skills with A Faded Auditory Prompting System

Abstract

In this study, we taught students with mild mental retardation to use an auditory prompting system to complete the vocational skills of cleaning a bathroom mirror, sink, and toilet in a classroom setting located in a middle school. Generalization to the faculty bathroom located outside the training setting also was assessed. A multiple probe across behaviors design replicated across three students was used to assess the effectiveness of the auditory prompting system. Students acquired the skills and generalized the skills to a novel setting. There were mixed results concerning maintenance of the skills. Future research issues are discussed.