The purpose ofthis study was to assess the effects of general-case instruction on spontaneous and generalized requests for assistance by three adolescents with severe disabilities. The findings support the efficacy of the general-case approach in relation to using a single example to teach requests for help. The distinguishing aspect of the general-case phase was the variation in stimulus conditions that occurred across teaching opportunities. Results indicated that general-case instruction produced generalized requests for assistance with two of the three learners. The implications for using general-case proceduresfor teaching communicative interactions are discussed and future research areas are proposed.Effective communication is essential to our quality of life; it allows us to make choices, seek information, make our desires known, engage in interactions, and form relationships with others. Although progress has been made toward enabling persons with severe disabilities to communicate more effectively (e.g.
Emergency medicine residency programs are required by the Accreditation Council for Graduate Medical Education (ACGME) to formally evaluate each resident with oral and written examinations. The Michigan State University Emergency Medicine Residency Program in Lansing conducts monthly standardized oral examinations (SOEs) as part of each resident's evaluation. Recently, the ACGME has advanced six areas, termed "general competencies," that should be acquired during graduate medical education. According to the ACGME, these competencies should be included in the educational process of all residency programs. In promulgating these competencies, the ACGME did not provide examples of core content, strategies for implementation, or methods of evaluation; rather, individual residency programs are required to develop their own methods. The authors describe a modification of an existing SOE strategy that assesses residents' knowledge, skills, experiences, and attitudes as reflected in the general competencies.
Emergency medicine residency programs are required by the Accreditation Council for Graduate Medical Education (ACGME) to formally evaluate each resident with oral and written examinations. The Michigan State University Emergency Medicine Residency Program in Lansing conducts monthly standardized oral examinations (SOEs) as part of each resident's evaluation. Recently, the ACGME has advanced six areas, termed “general competencies,” that should be acquired during graduate medical education. According to the ACGME, these competencies should be included in the educational process of all residency programs. In promulgating these competencies, the ACGME did not provide examples of core content, strategies for implementation, or methods of evaluation; rather, individual residency programs are required to develop their own methods. The authors describe a modification of an existing SOE strategy that assesses residents' knowledge, skills, experiences, and attitudes as reflected in the general competencies.
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