Investigated the effects of a self-instructional training package on the job-task sequencing of 4 mentally retarded students (aged 18–20 yrs, IQs 43–65). The effects of training on the Ss' task completion and task repetition were also examined. Findings indicate that training increased job-task sequencing for all Ss. Data reveal increases in task completion for 3 Ss and decreases in task repetition for all Ss. Target behaviors were maintained up to 3 mo posttraining. Results support the use of self-instruction in the vocational training of mentally retarded persons. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"Teaching self-instructing was associated with desirable behavior change, but self-instructions were often not exhibited outside of training. In some studies, when subjects did use self-instructions, there was a relationship between the use of the statements and desirable behavior change (Agran et al., 1986; Keogh et al., 1984; Whitman et al., 1987). Overall, few studies employed specific procedures to increase the likelihood that the self-management procedures themselves would maintain or generalize. "
[Show abstract][Hide abstract] ABSTRACT: Self-management procedures, such as self-monitoring, self-administering consequences, and self-instructing, are frequently taught to people with developmental disabilities. In this paper, research examining the use of self-management procedures is reviewed and critiqued. Areas for future investigation are discussed.
Research in Developmental Disabilities 02/1992; 13(3):211-27. DOI:10.1016/0891-4222(92)90026-3 · 3.40 Impact Factor
[Show abstract][Hide abstract] ABSTRACT: Two individuals with severe mental retardation, employed by a janitorial supply company, were taught to use self-instruction in combination with multiple exemplar training to solve work-related problems. Use of the combined strategy resulted in generalization of the effects of independent variables, as well as generalization to nontrained problems. Use of the strategy is discussed in terms of promoting independent performance among supported employees.
[Show abstract][Hide abstract] ABSTRACT: The purpose of this research was to determine if modeling and verbal reinforcement (praise) could increase appropriate social and work-related behaviors of two high school adolescents with autism. The effects of modeling and praise were examined in school, work, and community environment of the participants. A multiple baseline design across skills and students was employed. Results indicated that modeling and praise were effective in increasing each student's appropriate social and work-related behaviors. Questionnaires administered to teachers, a job trainer, a communication disorder specialist, paraprofessionals, co-workers, and parents indicated positive change in each of the subject's behavior. These data suggest that a natural intervention, such as modeling and praise, may positively influence the inappropriate social and work related behaviors that are characteristic of adolescents with autism.
Journal of Developmental and Physical Disabilities 01/1992; 4(3):205-218. DOI:10.1007/BF01046965 · 1.56 Impact Factor
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