TY - JOUR
T1 - Teaching a problem-solving strategy to closed head-injured adults
AU - Foxx, R. M.
AU - Marchand-Martella, N. E.
AU - Martella, R. C.
AU - Braunling-McMorrow, D.
AU - McMorrow, M. J.
PY - 1988/1/1
Y1 - 1988/1/1
N2 - This study developed and evaluated a program for teaching a problem-solving strategy to closed head-injured adults. Four general areas were targeted for training: Community Awareness and Transportation; Medication, Alcohol, and Drugs; Stating One's Rights; and Emergencies, Injuries, and Safety. The program featured cue cards, response-specific feedback, modeling, self-monitoring, positive reinforcement, response practice, self-correction, and individualized performance criterion levels. It was evaluated via pre- and posttraining generalization assessments that involved phone calls, interviews, and staged interactions in the natural environment. The experimental group (N = 3) received baseline, training, and pre/posttraining assessments, whereas the contrast group (N = 3) received only pre/posttraining assessments. The posttraining results revealed that the experimental subjects' problem-solving skills had generalized somewhat, whereas the contrast group showed little change from pre- to postassessment. The program appears to offer some promise as a method of teaching a problem-solving strategy.
AB - This study developed and evaluated a program for teaching a problem-solving strategy to closed head-injured adults. Four general areas were targeted for training: Community Awareness and Transportation; Medication, Alcohol, and Drugs; Stating One's Rights; and Emergencies, Injuries, and Safety. The program featured cue cards, response-specific feedback, modeling, self-monitoring, positive reinforcement, response practice, self-correction, and individualized performance criterion levels. It was evaluated via pre- and posttraining generalization assessments that involved phone calls, interviews, and staged interactions in the natural environment. The experimental group (N = 3) received baseline, training, and pre/posttraining assessments, whereas the contrast group (N = 3) received only pre/posttraining assessments. The posttraining results revealed that the experimental subjects' problem-solving skills had generalized somewhat, whereas the contrast group showed little change from pre- to postassessment. The program appears to offer some promise as a method of teaching a problem-solving strategy.
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M3 - Article
AN - SCOPUS:0023936392
SN - 0884-5581
VL - 3
SP - 193
EP - 210
JO - Behavioral Residential Treatment
JF - Behavioral Residential Treatment
IS - 3
ER -