TY - JOUR
T1 - TEACHING SOCIAL/VOCATIONAL SKILLS TO RETARDED ADULTS WITH A MODIFIED TABLE GAME
T2 - AN ANALYSIS OF GENERALIZATION
AU - Foxx, R. M.
AU - McMorrow, Martin J.
AU - Mennemeier, Mark
PY - 1984
Y1 - 1984
N2 - 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
AB - 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
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U2 - 10.1901/jaba.1984.17-343
DO - 10.1901/jaba.1984.17-343
M3 - Article
C2 - 6511700
AN - SCOPUS:0021498764
VL - 17
SP - 343
EP - 352
JO - Journal of Applied Behavior Analysis
JF - Journal of Applied Behavior Analysis
SN - 0021-8855
IS - 3
ER -