Ten clients in a small work activity center for persons with developmental disabilities were trained to use social amenities during work-related communications. Training in the first intervention consisted of a prework review of rules pertaining to the social amenities and reminders interspersed throughout the work day by work supervisors, followed by staged incidents. Client repetition of the reminders and focused practice were added to the second and third interventions. Increases in clients’ use of the social amenities occurred following the first two interventions. Generalization to a later work session was evident.
Get full access to this article
View all access options for this article.
References
1.
AgranM., SalzbergC., & StowitschekJ. (1987). An analysis of the effects of a social skills training program using self-instruction on the acquisition and generalization of two social behaviors in a work setting. Journal of the Association for Persons with Severe Handicaps, 12, 131–139.
2.
BatesP. (1980). The effectiveness of interpersonal skills training on the social skill acquisition of moderately and mildly retarded adults. Journal of Applied Behavior Analysis, 13, 237–248.
3.
BreenC., HaringT., Pitts-ConwayV., & Gaylord-RossR. (1985). The training and generalization of social interaction during break time at two job sites in the natural environment. Journal of the Association for Persons with Severe Handicaps, 10, 41–50.
4.
BrownL., HalpernA. S., Brody-HasaziS., & WehmanP. (1987). From school to adult living: A forum on issues and trends. Exceptional Children, 53, 546–554.
5.
BrownL., NietupskiJ., & Hamre-NietupskiS. (1976). Criterion of ultimate functioning. In ThomasM. (Ed.), Hey, don't forget about me (pp. 2–15). Reston, VA: Council for Exceptional Children.
6.
CampbellC. R., & Stremel-CampbellK. (1982). Programming “loose training” as a strategy to facilitate language generalization. Journal of Applied Behavior Analysis, 15, 295–301.
7.
CheneyD., & FossG. (1984). An examination of the social behavior of mentally retarded workers. Education and Training of the Mentally Retarded, 19, 216–221.
8.
FossG., & PetersonS. (1981). An identification of social/interpersonal skills relevant to job tenure for mentally retarded adults. Mental Retardation, 19, 103–106.
9.
GreenspanS. & ShoultzB. (1981). Why mentally retarded adults lose their jobs: Social competence as a factor in work adjustment. Applied Research in Mental Retardation, 2, 23–38.
10.
HartB., & RisleyT. R. (1982). How to use incidental teaching for elaborating language. Lawrence, KS: H & H Enterprises.
11.
HartB., & RisleyT. R. (1975). Incidental teaching of language in three preschools. Journal of Applied Behavior Analysis, 8, 411–420.
12.
HolleyS. (1980). A social skills group with mentally retarded subjects. British Journal of Clinical and Social Psychology, 19, 279–285.
13.
KellyW. J., SalzbergC. L., LevyS. M., Warren-FeltzR. B., AdamsT. W., CrouseT. R., & BeegleG. P. (1984). The effects of role playing and self-monitoring on the generalization of vocational social skills by behaviorally disordered adolescentsBehavioral Disorders, 9(1), 27–35.
14.
LibertyK. A. (1985). Enhancing instruction for maintenance, generalization and adaptation. In LakinK. C., & BruininksR. H. (Eds.), Strategies for achieving community integration of developmentally disabled adults (pp. 29–71). Baltimore: Paul H. Brookes.
15.
MadsenC. H., BeckerW. C., & ThomasD. R. (1968). Rules, praise and ignoring: Elements of elementary classroom control. Journal of Applied Behavior Analysis, 1, 139–150.
16.
MatsonJ. L. (1980). Acquisition of social skills by mentally retarded adult training assistants. Journal of Mental Deficiency Research, 24, 129–134.
17.
MatsonJ. L., & AndrasikF. (1982). Training leisure-time social-interaction skills to mentally retarded adults. American Journal of Mental Deficiency, 86, 533–542.
18.
MatsonJ. L., & AdkinsJ. (1980). A self-instructional social skills training program for mentally retarded persons. Mental Retardation, 18, 245–248.
19.
MatsonJ. L., & MartinJ. E. (1979). A social learning approach to vocational training of the severely retarded. Journal of Mental Deficiency Research, 23, 9–16.
20.
MatsonJ. L., & ZeissR. A. (1979). The buddy system: A method for generalized reduction of inappropriate interpersonal behavior of retarded-psychiatric patients. British Journal of Social and Clinical Psychology, 18, 401–405.
21.
McConaughyE. K., StowitschekJ. J., SalzbergC. L., & PeatrossD. K. (1988, In press). Work supervisors ratings of social behaviors related to employment success. Rehabilitation Psychology.
22.
McGeeG., KrantzP., & McClannahanL. (1985). The facilitative effects of incidental teaching on preposition use by autistic children. Journal of Applied Behavior Analysis, 18, 17–31.
23.
NeefN. A., WaltersJ. & EgelA. L. (1984). Establishing generative yes/no responses in developmentally disabled children. Journal of Applied Behavior Analysis, 17, 453–460.
24.
OreloveF. (1982). Incidental learning in moderately and severely handicapped adults. Education and Training of the Mentally Retarded, 17, 131–136.
25.
Rogers-WarrenA., & WarrenS. F. (1980). Mands for verbalization. Facilitating the display of newly trained language in children. Behavior Modification, 4, 361–382.
26.
RychtarikR. G., & BornsteinP. H. (1979). Training conversation skills in mentally retarded adults: A multiple baseline analysis. Mental Retardation, 17, 289–293.
27.
SenatoreV., MatsonJ. L., & KazdenA. E. (1982). A comparison of behavioral methods to train social skills in mentally retarded adults. Behavior Therapy, 13, 313–324.
28.
StacyD., DoleysD. M., & MalcolmR. (1979). Effects of social skills training in a community-based program. American Journal of Mental Deficiency, 84, 152–158.
29.
StokesT. F., & BaerD. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–368.
30.
StowitschekJ., & SalzbergC. (1987). Job success for handicapped youth: A social protocol curriculum. Reston, VA: Council for Exceptional Children.
31.
StowitschekJ., CzjakowskiL., StriefelS., & RuleS. (1983). Technical report: Systematic programming of social interaction through coincidental teaching. Logan, Utah: Utah State University.
32.
WackerD. P., BergW., VisserM. B., EganJ. E., BerricP., EhlerC., ShortB., SwattaP., & TaslerB. (1986). A preliminary evaluation of independence in a competitive employment setting. Journal of the Association for Persons with Severe Handicaps, 11, 246–254.
33.
WarrenFeltzR. B., KellyW. J., SalzbergC. L., BeegleC. P., LevyS. M., AdamsT. A., & CrouseT. R.Social skills training of behavior disordered adolescents with self-monitoring to promote generalization to a vocational setting. Behavioral Disorders, 7, 18–28.
34.
WhangP. L., FawcettS. B., & MathewsR. M. (1984). Teaching job-related social skills to learning disabled adolescents. Analysis and Intervention in Developmental Disabilities, 4, 29–39.
