This study assessed a program involving distinctive-feature prompts for teaching four EMR children to use the appropriate arithmetical operations (addition, subtraction, multiplication, and division) in the presence of multicomponent pictorial problems. The prompts highlighted critical features of the problems and cued the operations implied. The operations were computed by means of pocket calculators adapted to the response requirements. Training was carried out according to a modified multiple-probe design. Data indicate that the program was effective in establishing the use of operations with all subjects. This behavior was also displayed on problems portraying actions not included in training. The findings are discussed in terms of distinctive-feature prompting, orienting responses, and self-cueing. Attention is given to the generalization of responding across problems, and to educational implications of the program.