Generalized learning as a function of general case and rule instruction of adults with mental retardatio

Generalized learning, an objective for all students, is particularly important for those with mental retardation. With the current trend toward community integration, these individuals who often lack many community skills, need to learn how to perform such skills in a variety of community contexts. This study investigated the efficacy of two different educational strategies, general case programming and rule learning, in promoting generalized learning and maintenance of generalized learning. General case instruction (Horner, Sprague, & Wilcox, 1982) consisted of the performance of various examples of a target activity; whereas rule learning (Gagne, 1985; Gagne & Briggs, 1979) was comprised of the concepts and rules needed to perform an activity. Although both methods were expected to be better than no treatment, general case programming was expected to exceed rule learning. Also, the effect of functioning level was examined.;36 participants with mental retardation were randomly assigned to the general case, rule or control group. Based on their pretest scores, participants were placed in either a low or high functioning group. The general case group was instructed to set the table using a representative sample of five specific menus, while the rule group was taught concepts and rules that could be applied to any tablesetting situation. General case and rule instructional methods were successful in promoting generalized learning; however, general case programming was not found to be more effective than rule learning. Only when tested 4 weeks later for maintenance of generalized learning did the general case group out perform the rule group. In addition, at maintenance, general case and rule training were effective with high functioning participants; whereas only general case programming facilitated maintenance of generalization for low functioning learners. The findings of this study suggest a more prescriptive teaching approach that meets students' individual instructional needs, task demands, and promotes generalized learning that persists over time.