TEACHING SOCIAL/VOCATIONAL SKILLS TO RETARDED ADULTS WITH A MODIFIED TABLE GAME: AN ANALYSIS OF GENERALIZATION

R. M. Foxx, Martin J. McMorrow, Mark Mennemeier

Research output: Contribution to journalArticle

21 Scopus citations

Abstract

In this study, a social skills training program for institutionalized mildly or moderately retarded adults was extended to include skills relevant to vocational settings. Target behaviors involving a verbal action or reaction within six skill areas were taught using a commercially available board game, Sorry, and a specially designed card deck. The training program featured response specific feedback, self‐monitoring, individualized reinforcers, and individualized performance criterion levels. Using a multiple baseline across two groups (n = 3 per group), the game contingencies increased social/vocational skills in all targeted areas. Generalization was assessed in two settings: a simulated workshop in which pre and post measures were taken and in the institutional workshop where the residents worked. The posttraining simulated workshop results revealed that the residents' newly learned skills had generalized. However, repeated generalization measures of the residents' social interactions in the institutional workshop were equivocal as were measures of their productivity. 1984 Society for the Experimental Analysis of Behavior

Original languageEnglish (US)
Pages (from-to)343-352
Number of pages10
JournalJournal of applied behavior analysis
Volume17
Issue number3
DOIs
StatePublished - 1984

All Science Journal Classification (ASJC) codes

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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