“…For example, procedures involving systematic shaping or fading of stimulus characteristics have allowed more complex discriminations to be taught to persons with mental retardation (e.g., Mosk & Bucher, 1984). Likewise, well-documented procedures for prompting responses, then fading prompts as student performance improves, have demonstrated efficacy in the instruction of such self-help skills as toothbrushing (Horner & Keilitz, 1975), dressing (Azrin, Schaeffer, & Wesolowki, 1976), toileting (Foxx & Azrin, 1973), and eating (Azrin & Armstrong, 1973).…”