The purpose of this assignment was to investigate and perform in multiple ways the community was the use of a microwave oven based on the General Case Method. The general case method, or general case programming, has proved to be one of the most successful methods for promoting generalization by persons with severe disabilities. The strategy requires that the practitioner under take a process to ensure that the skills acquired can be demonstrated in any environment or under any condition in which they are needed.

1. General Case Analysis 1
General Case Analysis Assignment
East Stroudsburg University
Blair Thallmayer

2. General Case Analysis 2
1. An activity that I want to investigate and that is performed in multiple ways
in my community is the use of a microwave oven. The microwave oven is
now an essential part of most kitchens. During the summer or other hot
times of the year, it's an excellent appliance to use because it won't heat
up your kitchen the way an oven will. Unfortunately, most people still use
the microwave to heat coffee, melt butter or make popcorn. That's just fine
- but the appliance can do so much more!
2. The range of situations in which someone should be able to perform the
ability to complete the steps of using a microwave oven in all varieties of
styles in different homes.
3. Using a Microwave Oven:
Generic Cue Generic Step
1. Microwave Oven 1. Look for Door opening
mechanism
2. Found Door Opening 2. Open Microwave Oven
Mechanism Door
3. Microwave Oven Door is 3. Insert appropriate dishware
open into the center of the
Microwave Oven
4. Appropriate Dishware is 4. Close Microwave Oven
inserted into the center of the Door
Microwave Oven
5. Microwave Oven Door is 5. Select appropriate
closed Cook Time
6. Appropriate Cook Time is 6. Select Start
selected
7. Start is selected 7. Microwave Oven is working
4. Range of Situations for using a Microwave Oven
a. Variation in Steps
i. Look at size, shape, color, location, and style of opening
mechanism.
ii. Style: Pull Handle, Push Button, Turn Knob; Location:
Horizontal, Vertical
iii. Plate, Cup, Platter, Bowl
iv. Slam, Bang, Shut, Seal
v. Use labeled buttons, & knobs; Location: top, bottom, left or
right of microwave
vi. Location: top, bottom, left or right of microwave; Press
labeled buttons; turn labeled knob
vii. Inside Light is on; Makes a sound

3. General Case Analysis 3
b. Variation in Cues
i. Size, Shape, Color, Location, Style
ii. Found size, shape, color, style & location of door opening
mechanism
iii. Door opens to left, right, from top, from bottom
iv. Placed, Tossed, Positioned, Pushed, Set, Set Down,
Plunked, Dumped
v. NOTHING
vi. NOTHING
vii. NOTHING
c. Possible Exceptions or Errors
i. Machine out of order
ii. Machine lacking power (electricity, batteries, light bulb)
iii. Buttons wore off or wore down
iv. Buttons not labeled or labeled incorrectly
v. Knob wore down
vi. Knob not labeled or labeled incorrectly
vii. Located in a hard to reach place
5. Organized Data into a Table: See Attachment
6. Specify the minimum number of examples used to teach this
generalization.
a. Concerning this one task, a few main examples I would select for
teaching that I believe would result in maximum generalization to all
the examples I found would be a microwave oven that is location on
a counter top. This way it is visible and easily displayed; thus in the
reach of the student.
b. Many of the doors on microwaves today are opened by a push of a
button. Years ago there was a displayed handle or knob. Currently
buttons are used to push the door open. Therefore, I would use a
button to teach the students to open the microwave oven door. It is
also less movement and motion to push a button with a finger, than
pull open a handle or turn a knob (in which both involve a full hand).
c. Another example, I would select for teaching would contain buttons
that were clearly labeled, with medium sized font, on the right side
of the microwave. Having the buttons is useful for students to touch
the specific number/ text. This is very useful for tactic and kinetics
learning style students. In addition, having the buttons clearly
labeled will help less confusion between the numbers/text. Having

4. General Case Analysis 4
the size font to medium will be big enough to view clearly, it is not
big enough that would see overbearing and not small enough for
students to put their face up to the numbers. Finally, having this
displayed on the right side of the microwave is a clear visual and is
commonly displayed on majority of the new technology of
microwaves being purchased today.
7. Specify examples (probes) used to test for generalization of learning.
a. A probe I would use to test an example to verify if someone can
generalize this ability after the teaching experience was taught
would contain a having friends come over to watch a movie. I would
ask the person to make a bag of popcorn using the microwave. If
the student can make the bag of popcorn independently and
correctly, everyone will enjoy popcorn while watching a movie. The
smell of burnt popcorn is very noticeably and without popcorn while
watching a movie, it just is not the same.
b. Another probe I would use to test an example to verify if someone
can generalize this ability after the teaching experience was taught
would contain a student heating up a cup of coffee in a dorm
room’s microwave. If the student has heated up the cup of coffee in
the microwave located in the dorm room, independently and
correctly, then he/she has completed this task. If the coffee is
heated too much it will begin to evaporate, and if the coffee is not
placed inside the microwave correctly, it could slip all over inside.

5. General Case Analysis 5
Generic Cue Generic Step Variation in Cue Variation in Step
1. Microwave Oven 1. Look for Door 1. Size (small, 1. Look at size of door
opening mechanism medium, large) opening mechanism
2. Shape (square, 2. Look at shape of
rectangle) door opening
3. Color (black, mechanism
brown, white, grey) 3. Look at color of
4. Location (counter door opening
top, connected to mechanism
another item) 4. Look at location of
5. Style (handle, door opening
button, knob) mechanism
5. Look at style of
door opening
mechanism
2. Found Door 2. Open Microwave 1. Found size, shape, 1. Style: Pull Handle,
Opening Mechanism Oven Door color, style & location Push Button, Turn
of door opening Knob
mechanism 2. Location:
Horizontal, Vertical
3. Microwave Oven 3. Insert appropriate 1. Door opens to left 1. Plate
Door is open dishware into the 2. Door opens to the 2. Cup
center of the right 3. Platter
Microwave Oven 3. Door opens from 4. Bowl
the top
4. Door opens from
the bottom
4. Appropriate 4. Close Microwave 1. Placed 5. 1. Slam
Dishware is inserted Oven Door Tossed 2. Bang
into the center of the 2. Positioned 6. 3. Shut
Microwave Oven Pushed 4. Seal
3. Set 7. Set
Down
4. Plunked 8.
Dumped
5. Microwave Oven 5. Select appropriate 1. Use labeled buttons
Door is closed Cook Time (numbers, or specific
words)
2. Use knob with
labeled numbers or
specific words
3. Location: top,
bottom, left, or right of
microwave
6. Appropriate Cook 6. Select Start 1. Location: top,
Time is selected bottom, left, or right of
microwave oven
2. Press labeled
button
3. Turn labeled knob
7. Start is selected 7. Microwave Oven is 1. Light Inside
working 2. Makes a sound