An evaluation of labeling-then-doing with moderately handicapped persons: acquisition and generalization with complex tasks.

Researchers taught young adults with intellectual disability two real-life tasks: typing numbers into a computer and writing checks. Before each step, the learner said the step out loud, then did it. This 'label-then-do' method was tested in a multiple-baseline design across participants.

Every learner mastered both tasks. They kept using the spoken labels on their own. The skills and the labels transferred to new settings and similar tasks without extra teaching.

Volkmar et al. (1985) had already shown that picture prompts alone can teach computer steps. P et al. added the self-spoken label and still got strong generalization, so the label seems to boost transfer beyond pictures.

Charlop et al. (1990) taught the same checkbook skill with a self-paced workbook instead of spoken labels. Both studies saw wide generalization, giving you two proven paths for money skills.

Gianoumis et al. (2012) reviewed 54 caregiver-training studies and flagged 'mediated generalization'—where the learner uses self-speech or self-cues—as a top tactic. The 1988 paper is a clear example of that tactic working.

If a client can talk, have them state the step right before they do it. The tiny pause embeds a self-prompt that travels with them to new places. You can add this label to any task list or picture strip you already use.