• This research was supported by the North Carolina Department of Mental Health. We wish to express our appreciation to Drs. James and Judith Favell and Mr. John Dineen for their suggestions, and to Ms. Cheryl Dineen and Ms. Saraveen Fields for their help in various aspects of manuscript preparation. We also gratefully acknowledge the continued support and cooperation of Dr. J. Iverson Riddle, Superintendent at Western Carolina Center; and Dr. Lawrence Larsen, Assistant Superintendent of Education and Research at Western Carolina Center.

Clark, Johnny Cake Child Study Center, Mansfield, Arkansas 72944.


Little attention has been given to how formal classroom instruction can be adapted to teach youths everyday skills such as the correct writing of biographic information frequently requested in transactions like applying for a job or a social security number and cashing a check. In this study, six youths in a special education classroom were taught to complete job application forms with the date, their name, signature, address, telephone number, date of birth, and a reference's name, address, and occupation. Each youth was trained on one item of biographic information at a time, after which he was tested on four application forms, including one on which he had not been trained., The tests show that after an item had been taught, it was correctly used in completing application forms on which the youths had been trained and forms on which they had never been trained. The study demonstrates the feasibility of teaching community-living, vocation-related skills to special-education youths in a classroom setting.