Comparison Of Two Instructional Strategies On Social Skills Acquisition And Generalization Among Individuals With Moderate And Severe Mental Retardation Working In A Vocational Setting: A Meta-Analytical Review

Abstract

This paper compares the effectiveness of two intervention approaches (a) behavior training strategies and (b) cognitive process strategies, to teaching social skills to learners with moderate to severe mental retardation working in vocational settings by conducting a meta-analytical review of articles published between 1980-1993. The seven studies which met criteria for inclusion in this meta-analytical review were analyzed across fourteen variables, and subjected to both within and between study evaluation. Evaluation of research studies showed both intervention approaches were effective in teaching the targeted response(s). However, there were some indications that the cognitive process approach was more effective in terms of response maintenance and generalization. Implication of these findings for research and practice in the field are discussed in terms of (a) natural cues and consequences utilization, (b) intervention in the critical context, (c) inclusion of social validation measures, and (d) learner outcome expectations and training perception.