Acquisition, generalization, and maintenance of an assembly task by mentally retarded children

Four TMR children were taught a three-piece assembly task. They were taught to verbalize the steps in the designated sequence before actually assembling the objects. Data were collected on their performance in both the training setting and in the regular classroom. Maintenance sessions were also recorded. Each child rapidly acquired the target behavior in the treatment setting and was successful in generalizing and maintaining the behavior in an extra-treatment setting.