Instructional Technique	Rationale	Primary References
errorless learning	optimal for learners with severe anterograde memory impairment who have difficulty with trial and error approaches	Brush & Camp, 1998; Evans et al, 2000; Kalla, Downes, & van den Broek, 2001; Komastu et al., 2000; Wilson et al, 1994)
task analysis	facilitates step-by-step instruction	Stein, Carnine, & Dixon (1998)
forward chaining	facilitates learning of initial step	Smith (1999); Spooner & Spooner (1984)
focus on one task in-depth	facilitates skill mastery	Stein, Carnine, & Dixon (1998);
cumulative review	increases practice time	Stein, Carnine, & Dixon (1998); Madigan, Hall, & Glang (1997)
stimulus pre-exposure	enhances effects of errorless learning	Kalla, Downes, & Broek (2001)
prediction-reflection (meta-cognitive) strategy with screenshots	increases awareness of performance and task demands; checklist helps decrease memory load	Cicerone & Giacino (1992)
instructor model/guided practice	facilitates errorless learning	Stein, Carnine, & Dixon (1998); Swanson (1999)
multiple opportunities to practice	consolidates learning	Stein, Carnine, & Dixon (1998)
spaced retrieval	expanded retrieval intervals enhance consolidation of information	Brush & Camp (1998)
carefully faded prompts	facilitates errorless learning	Hunkin et al., (1998); Madigan, Hall, & Glang (1997)
varied training examples	facilitates generalization	Horner, McDonnell, & Bellamy (1986)
training to criterion	insures task mastery	Stein, Carnine, & Dixon (1998); Swanson (1999)