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The Effects of Incidental Teaching on the Generalized Use of Social Amenities at School by a Mildly Handicapped Adolescent
Education and Treatment of Children
  • L. K. Oswald
  • Benjamin Lignugaris / Kraft, Utah State University
  • R. West
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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.


Originally published by West Virginia University Press.

Citation Information
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.