摘要:

AbstractThis study developed and evaluated a program for teaching a verbal problem‐solving strategy to mildly mentally handicapped adults. Six general areas were targeted for training: Community Awareness, Authority Figures, Peer Issues, Stating One's Rights, Emergencies and Injuries, and Safety. The program features response‐specific feedback, modeling, self‐monitoring, positive reinforcement, response practice, self‐correction, and individualized performance criterion levels. The experimental group (N= 3) received baseline, training, probes, and pre/posttraining generalization assessments, whereas the control group (N= 3) received only the pre/posttraining assessments. The generalization and probe assessments contained situations that were both similar and dissimilar to the training situations. The three month posttraining results revealed that the experimental subjects' problem‐solving skills had generalized to both types of situations, whereas the control group showed little overall change. Furthermore, the experimental group's three month scores were comparable to those of a group of nonhandicapped individuals. Issues related to these results and suggestions for future research are

ISSN:1072-0847    

DOI:10.1002/bin.2360040402

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThis study demonstrated procedures to promote the acquisition and transfer of stimulus control of an age‐appropriate exercise skill. Three young adults diagnosed as mentally handicapped in a residential setting were taught a commercial dancercise routine during individual training sessions using a package of instructional procedures. A combination of a multiple baseline across subjects and a multiple baseline across response groups design showed that skill acquisition occurred only after each subject received training, and that performance did not generalize across exercise response groups. Training progressively incorporated more participants, new teachers, and new settings. Ultimately, subjects performed in a community dancercise class attended by 100 nonhandicapped person

ISSN:1072-0847    

DOI:10.1002/bin.2360040403

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to evaluate the effectiveness of a participative management (self‐management) procedure directed toward increasing the frequency of positive interactions between direct‐care staff and group home residents. A component of the self‐management procedure, goal setting, was also evaluated. This study took place in two group homes housing a total of 16 male and female adults with moderate to mild mental retardation. Ten direct‐care staff served as subjects. It was found that self‐management produced an increase in the frequency of positive interactions of staff and residents, but did not produce changes in other behaviors being measured (e.g., negative interactions, self‐stimulation, etc.). Goal setting did not result in changes in positive interactions or other target behaviors. Reasons for the different results of self‐management versus goal‐setting are discussed and further resear

ISSN:1072-0847    

DOI:10.1002/bin.2360040404

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractParaprofessionals are increasingly being employed to provide direct care to children and adults who have behavioral deficits and excesses, such as those labeled developmentally disabled, mentally ill, or delinquent. Behavioral techniques, if effectively taught to paraprofessionals, offer ways of both teaching new skills to clients and reducing their undesirable behaviors. This article describes the methods that have been used to teach paraprofessionals to use behavioral techniques, how these skills can be maintained on the job, and the effects upon client behavior that result from this teaching of paraprofessionals. In addition, a system for teaching staff to implement and continue to use behavioral techniques is proposed.

ISSN:1072-0847    

DOI:10.1002/bin.2360040405

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractTraumatic brain injury can result in behavioral and physical deficits that require intensive post‐acute residential rehabilitation. Behaviors targeted by such programs include basic self‐care and living skills. We examined the efficacy of a behavioral training strategy to teach appropriate medical treatment of four different groups of simulated cold symptoms to an anoxic brain injured adult. The strategy included instructor prompting and feedback in the use of written task analyses and picture cues as self‐administered prompts. Subsequent to baseline, the participant used written generic task analyses combined with picture cues and then, if necessary, written specific task analyses combined with picture cues to prompt appropriate self‐treatment of the four types of colds. Written individualized task analyses, tailored to participant errors, were used to fade specific task analysis prompts and transfer stimulus control to the discriminative stimuli present in the picture cues. A multiple baseline design across responses showed that skill acquisition did not occur after generic task analysis training, but did so after specific task analysis training. The participant responded to all four types of colds for three consecutive trials at 100% correct under baseline conditions. Follow‐up results indicated that transfer of stimulus control to the cold symptoms simulated by the picture cues alone did not maintain over time. Correct responding was retrained using generic and, if necessary, individualized task analysis training c

ISSN:1072-0847    

DOI:10.1002/bin.2360040406

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractPerformance feedback was used on the job as the primary procedure to train four direct‐care staff at a large state residential facility to administer a comprehensive set of teaching behaviors while they taught self‐care skills to developmentally delayed residents. All trainees improved their teaching when provided feedback on the job, but maintained their skills to a lesser extent after a two month follow‐up assessment. Residents made modest progress toward independence. Implications for designing methods to promote acquisition and maintenance of staff teaching skills and to provide more effective learning experiences for residents are disc

ISSN:1072-0847    

DOI:10.1002/bin.2360040407

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

ISSN:1072-0847    

DOI:10.1002/bin.2360040409

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY

ISSN:1072-0847    

DOI:10.1002/bin.2360040401

出版商:John Wiley&Sons, Ltd    

年代:1989

数据来源: WILEY