This paper describes the use of contingent pre-instruction in the acquisition training of two vocational tasks with two mentally retarded individuals. The study included maintenance and generali-zation probes and incorporated social validation of training results by potential consumers. The results of this study were evaluated in a multiple baseline design. Results were discussed in terms of the efficacy of contingent pre-instruction, the importance of addressing maintenance and generalization of acquired skills, and the social validation of results obtained during the training effort.
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