A CLASSROOM PROGRAM TEACHING DISADVANTAGED YOUTHS TO WRITE BIOGRAPHIC INFORMATION1
作者:
Hewitt B. Clark,
Sandra B. Boyd,
John W. Macrae,
期刊:
Journal of Applied Behavior Analysis
(WILEY Available online 1975)
卷期:
Volume 8,
issue 1
页码: 67-75
ISSN:0021-8855
年代: 1975
DOI:10.1901/jaba.1975.8-67
出版商: Blackwell Publishing Ltd
关键词: academic behavior;prevocational skills;disadvantaged children;education;generalization;job‐finding skills;retardates;self‐paced instruction;biographic information
数据来源: WILEY
摘要:
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 se
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