Using a Cognitive-Process Approach to Teach Social Skills

Abstract

The effects of a cognitive-process approach for teaching appropriate responses to criticism were assessed across three individuals with moderate mental retardation who were receiving vocational training. A multiple baseline design across two of the participants, and a multiple baseline design across components of the process approach for the third participant, were used to evaluate intervention effects. Generalization measures were gathered across untrained stimuli and settings. Results indicated that two participants learned this cognitive-process approach and successfully generalized their behavior across untrained stimuli. These results are discussed with respect to the viability of using a cognitive-process approach to teach employment-related social skills to individuals with mental retardation.

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