Evaluation of a technology for teaching complex social skills to young adults with visual and cognitive impairments

Two multiple baseline designs were used to evaluate a two-stage model for training four young adults with visual and cognitive impairments to shop for groceries. General case methods of choosing training exemplars and canvassing the skill performance of individuals without disabilities were the bases of a task-analytical flow chart of the behavioral skills involved in grocery shopping. The four young adults improved both the number of skills steps completed and the number of correct items purchased and maintained their skills at the 3-, 9-, and 12-week follow-ups.