Six young adults with moderate handicaps were taught to use a prosthetic picture-prompt card to determine whether they were on time to catch a city bus to their vocational training site and a problem-solving procedure to follow in the event that they had missed their bus. Training was conducted in both simulated and in vivo environments and consisted of total task presentation, with a least-to-most prompt correction procedure heirarchy. A multiple-probe design across three groups of two students was employed to evaluate the procedures. The results were: (a) all six students reached the 100% criterion preference level under simulated training conditions; (b) three of the students immediately generalized to the actual community environment; (c) although the skills that were acquired in the simulated environment by the remaining three students did not transfer immediately to the actual community, fewer in vivo training trials were needed to reach criterion; and (d) all students demonstrated 100% correct task-step performance on maintenance probes conducted up to four months after program completion.
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