Abstract
This 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 discussed.
Original language | English (US) |
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Pages (from-to) | 269-288 |
Number of pages | 20 |
Journal | Behavioral Residential Treatment |
Volume | 4 |
Issue number | 4 |
State | Published - Jan 1 1989 |
All Science Journal Classification (ASJC) codes
- Psychiatry and Mental health