Twenty-one research studies were identified, 14 concerning people with developmental disabilities and seven people with dementia. Of those studies: 14 reported positive within-session effects; four positive post-session effects; and two positive longer-term effects. These findings were discussed in relation to: (1) methodological aspects (weaknesses) of the studies; (2) the cost of arranging a snoezelen programme and possibilities of reducing the range of stimuli available in the programme; and (3) some research issues for advancing the understanding and effectiveness of intervention programmes with people with developmental disabilities and dementia.

Stimulus control technology was applied to the instruction of fraction ratio (e.g., /5) and decimal (e.g., 0.20) relations, with 7 students who demonstrated difficulty in fraction and decimal tasks. The students were trained to match pictorial representations of fractions (B comparison stimuli) to printed counterpart fraction ratios (A sample stimuli), and to match printed decimals (C comparison stimuli) to pictorial representations of counterpart quantities (B sample stimuli). Posttest performance by all participants indicated the emergence of equivalence relations between fractions represented as ratios, decimals, and pictures. Limited generalization of fraction-decimal relations was observed.

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Acquisition of cooking skills is important for the adaptation of developmentally disabled clients to community living. The social and content validity of procedures to teach broiling, baking, and boiling was established using the opinions and recommendations of people from the community and home economists as criteria. Four mentally retarded adults were taught to cook various food items using pictorial recipes, a sequence of prompts, and a package of positive consequences. A multiple baseline across subjects demonstrated experimental control, and a multiple baseline across responses was employed to examine generalization across cooking responses. The results showed relatively rapid acquisition of the three cooking skills, substantial maintenance of the newly learned responses, and idiosyncratic patterns of generalization within and between the cooking methods. Sorne evidence of generalization from the training setting to the participants' home was found. The procedures also were cost effective.