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The article presents the study on self-control procedures which is relevant to the improvement in the behavior of mentally retarded individuals. It evaluates self-monitoring, self-reinforcement, and self-managed antecedent cue techniques which could provide significant impact on mental retardates' behavior in the laboratory, classroom, and work setting. Finally, it examines the adaptability instruction model in relation to the independent performance and self-evaluation components of the subjects.

Examines the effects of visual cues on the vocational task performance of secondary-age students with mental retardation in the U.S. Differences among four visual cue conditions; Comparative efficacy of visual cues and demonstration conditions; Viability of visual cues in vocational settings.

Discusses a study about teaching interview skills to mentally retarded individuals. Types of behavior found to be predictive of impressions made by mentally retarded persons in interviews; Training conditions used in the study; Questions that should be asked when designing an interview skills training program.