title: Teaching money skills through stimulus class formation, exclusion, and component matching methods: three case studies.
abstract: This paper describes novel methodology for teaching monetary skills to mentally retarded individuals. The goal of the methodology is to generate such skills with relatively little explicit training. To do so, the procedures were designed to produce emergent new behavior through stimulus class formation, exclusion, and matching of stimulus components. Three case studies demonstrate the methods and provide illustrative supporting data.
authors.affiliation: Behavior Analysis Department, E. K. Shriver Center for Mental Retardation, Waltham, MA 02254.
authors.forename: L T
authors.initials: LT
authors.lastname: Stoddard
authors.forename: J
authors.initials: J
authors.lastname: Brown
authors.forename: B
authors.initials: B
authors.lastname: Hurlbert
authors.forename: C
authors.initials: C
authors.lastname: Manoli
authors.forename: W J
authors.initials: WJ
authors.lastname: McIlvane
mesh_terms: D000293:Adolescent; D000328:Adult; D001288:Attention; D001521:Behavior Therapy / Q000379:methods*; D004193:Discrimination Learning; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D005382:Financing, Personal; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology; D008297:Male; D008433:Mathematics; D011340:Problem Solving; D012153:Retention, Psychology