Teaching a Social Skills Problem-Solving Approach to Workers with Mental Retardation: An Analysis of Generalization

Abstract

We examined the effectiveness of a social skills problem-solving approach to teach question-asking to workers with mental retardation. The components of the social skills problem-solving approach were trained individually to participants. Generalization across settings and participants was assessed once persons reached the training criterion on each component of the social skills process. Experimental control was demonstrated using a multiple baseline across participants. All participants evidenced generalization across settings and persons and maintained the skills at a one-month follow-up.