Analysis of a visual prompting procedure on acquisition and generalization of coin skills by mentally retarded children.

The effects of a visual prompting procedure were evaluated as a means of training four mentally retarded children to make purchases. Following baseline, training consisted of teaching students to use a number line to make purchases. Posttesting and follow-up were conducted after training. Results indicated all students acquired coin skills taught during training, generalized skills to untrained items, and maintained skills over a 4-week interval. Removal of visual prompts (fading) resulted in improvement for all children on the training items. Similar results occurred for untrained items. In addition, all children improved in their ability to make purchases in a more natural environment, the school store.