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 Scopus citations

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

All Science Journal Classification (ASJC) codes

  • Psychiatry and Mental health

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    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.