TEACHING JOB INDEPENDENCE AND FLEXIBILITY TO MENTALLY RETARDED STUDENTS THROUGH THE USE OF A SELF‐CONTROL PACKAGE

Jo‐Ann Sowers · Michael P. Verdi · Philip E. Bourbeau · Martin R. Sheehan

74 citations0/0 files storedJournal of Applied Behavior Analysis

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Behavioral and Psychological Studies Autism Spectrum Disorder Research Disability Education and Employment

Abstract

We examined mentally retarded individuals' use of picture cues and self-monitoring to initiate a series of tasks of varying type and order. Four severely to moderately retarded high school students participating in a vocational training program were trained to use a picture-cue system. The system consisted of photographs of vocational tasks that were inserted in the assigned order in a photoalbum sheet; self-management was accomplished by marking off each photo after its corresponding task was completed. Students were assigned seven tasks from a pool of 13 each day. Results indicated that the students quickly learned to use the picture-cue system to change tasks throughout their workday without trainer prompts and that performance was maintained as trainer feedback and presence were decreased. At the end of the study, two students who were exposed to novel photographs were able to initiate independently after only minimal training, suggesting that the use of the picture-cue system had become a generalized skill.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 74 citations exist upstream.

References

1983EFFECTS OF PICTURE PROMPTS ON THE ACQUISITION OF COMPLEX VOCATIONAL TASKS BY MENTALLY RETARDED ADOLESCENTS 1979THE EFFECTS OF SEQUENTIAL PICTORIAL CUES, SELF‐RECORDING, AND PRAISE ON THE JOB TASK SEQUENCING OF RETARDED ADULTS 1980TEACHING MENTALLY RETARDED ADULTS TO TIME‐MANAGE IN A VOCATIONAL SETTING

Cited by

1992The use of self-management procedures by people with developmental disabilities: A brief review 2001Self-management of instruction cues for occupation: review of studies with people with severe and profound developmental disabilities 2013Effects of Visual Activity Schedules on Independent Classroom Transitions for Students with Autism 2000Acquisition of a Picture Prompt Strategy to Increase Independent Performance 1994Training Pupils With Intellectual Disability To Operate Educational Technology Using Video Prompting 2008Effects of a photo activity schedule book on independent task changes by students with intellectual disabilities in community and school job sites 1998Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks11The authors gratefully acknowledge Clayton County Schools and the students and teachers of Lovejoy High School for their participation in this study.1987Self-recruited feedback: A cost-effective procedure for maintaining behavior

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.