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Behavior Modification
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Teaching Generalized Table Bussing

The Importance of Negative Teaching Examples

Robert H. Horner

Janet M. Eberhard

Martin R. Sheehan

University of Oregon

This study examines the effects of using positive and negative training examples within a "general case"teaching format to train students with moderate and severe mental retardation to bus tables in cafeteria settings. The primary dependent variable was performance across a set of 15 nontrained tables in two nontrained cafeteria settings. The 15 nontrained tables were selected to sample the range of different stimulus and response demands for table bussing in cafeteria settings. Social validation of the effect was also assessed under maximally normal work conditions. The independent variable was the use of general case instruction with "negative" training examples (i.e., examples in which the learner is not to perform the target response). Results indicate a functional relationship between correct responding with the nontrained tables and general case instruction. The importance of selecting both positive and negative training examples when teaching generalized skills is discussed.

Behavior Modification, Vol. 10, No. 4, 457-471 (1986)
DOI: 10.1177/01454455860104005
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