Problem-solving skills training

Social validation and generalization

R. M. Foxx, M. S. Kyle, G. D. Faw, R. G. Bittle

Research output: Contribution to journalArticle

10 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)269-288
Number of pages20
JournalBehavioral Residential Treatment
Volume4
Issue number4
StatePublished - Jan 1 1989

Fingerprint

Control Groups
Mentally Disabled Persons
Teaching
Emergencies
Safety
Wounds and Injuries
Generalization (Psychology)
Problem Solving
Experimental Group
Control Group
Practice (Psychology)
Reinforcement (Psychology)
Modeling
Peers
Self-correction
Self-monitoring
Emergency
Reinforcement
Authority

All Science Journal Classification (ASJC) codes

  • Psychiatry and Mental health

Cite this

Foxx, R. M., Kyle, M. S., Faw, G. D., & Bittle, R. G. (1989). Problem-solving skills training: Social validation and generalization. Behavioral Residential Treatment, 4(4), 269-288.
Foxx, R. M. ; Kyle, M. S. ; Faw, G. D. ; Bittle, R. G. / Problem-solving skills training : Social validation and generalization. In: Behavioral Residential Treatment. 1989 ; Vol. 4, No. 4. pp. 269-288.
@article{e365008f51bb4776b715e7f8ae2482cb,
title = "Problem-solving skills training: Social validation and generalization",
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.",
author = "Foxx, {R. M.} and Kyle, {M. S.} and Faw, {G. D.} and Bittle, {R. G.}",
year = "1989",
month = "1",
day = "1",
language = "English (US)",
volume = "4",
pages = "269--288",
journal = "Behavioral Interventions",
issn = "1072-0847",
publisher = "John Wiley and Sons Ltd",
number = "4",

}

Foxx, RM, Kyle, MS, Faw, GD & Bittle, RG 1989, 'Problem-solving skills training: Social validation and generalization', Behavioral Residential Treatment, vol. 4, no. 4, pp. 269-288.

Problem-solving skills training : Social validation and generalization. / Foxx, R. M.; Kyle, M. S.; Faw, G. D.; Bittle, R. G.

In: Behavioral Residential Treatment, Vol. 4, No. 4, 01.01.1989, p. 269-288.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Problem-solving skills training

T2 - Social validation and generalization

AU - Foxx, R. M.

AU - Kyle, M. S.

AU - Faw, G. D.

AU - Bittle, R. G.

PY - 1989/1/1

Y1 - 1989/1/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=0024466360&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0024466360&partnerID=8YFLogxK

M3 - Article

VL - 4

SP - 269

EP - 288

JO - Behavioral Interventions

JF - Behavioral Interventions

SN - 1072-0847

IS - 4

ER -