Procedures used to train an adult with severe disabilities to perform a variety of food service tasks in a restaurant are described. Dependent measures included (a) the rate of prompts delivered per 5-min interval and (b) the percentage of steps of the task analyses performed correctly. A multielement feature was embedded within a multiple baseline design, which allowed experimenters to determine when fading of instructional stimuli should occur. Maintenance and long-term follow-up data are presented. Following 20 months of employment, the owners continue to express their satisfaction with the participant's work performance.
Get full access to this article
View all access options for this article.
References
1.
BatesP.RenzagliaA.CleesT. (1980). Improving the work performance of severely/profoundly retarded adults: Use of a changing criterion procedure design. Education and Training of the Mentally Retarded15, 96–104.
2.
BellamyG. T.PetersonL.CloseD. (1975). Habilitation of the severely and profoundly retarded: Illustrations of competence. Education and Training of the Mentally Retarded10, 174–186.
3.
ConnisR. (1979). The effects of sequential pictorial cues, self-recording, and praise on the job task sequencing of retarded adults. Journal of Applied Behavior Analysis12, 355–361.
4.
FlexerR. W.MartinA. S. (1978). Sheltered workshops and vocational training settings. In SnellM. (Ed.), Systematic instruction of the moderately and severely handicapped (pp. 414–430) Columbus, OH: Charles E. Merrill.
5.
GoldM. (1972). Stimulus factors in skill training of retarded adolescents on a complex assembly task: Acquisition, transfer, and retention. American Journal of Mental Deficiency76, 517–526.
6.
HunterJ.BellamyG. T. (1977). Cable construction for severely retarded adults: A demonstration of training techniques. AAESPH Review1(7), 2–13.
MartinJ.RuschF.JamesV.DeckerP.TrtolK. (1982). The use of picture cues to establish self-control in the preparation of complex meals by mentally retarded adults. Applied Research in Mental Retardation3, 105–119.
9.
O'NeillC.BellamyG. T. (1978). Evaluation of a procedure for teaching chain saw assembly to a severely retarded woman. Mental Retardation16, 37–41.
10.
Robinson-WilsonM. A. (1977). Picture recipe cards as an approach to teaching severely and profoundly retarded adults to cook. Education and Training of the Mentally Retarded12, 69–73.
11.
RuschF.MithaugD. (1980). Vocational training for mentally retarded adults: A behavior analytic approach.Champaign, IL: Research Press.
12.
SowersJ.RuschF.ConnisR.CummingsL. (1980). Teaching mentally retarded adults to time manage in a vocational setting. Journal of Applied Behavior Analysis13, 119–128.
13.
SowersJ.VerdiM.BourbeauP.SheehanM. (1985). Teaching job independence and flexibility to mentally retarded students through the use of a self-control package. Journal of Applied Behavior Analysis18, 81–85.
14.
ThinesenP.BryanA. (1981). The use of sequential picture cues in the initiation and maintenance of grooming behaviors with mentally retarded adults. Mental Retardation19(5), 216–250.
15.
WackerD.BergW. (1983). Effects of picture prompts on the acquisition of complex vocational tasks by mentally retarded adolescents. Journal of Applied Behavior Analysis16, 417–433.
16.
WackerD.BergW. (1984). Training adolescents with severe handicaps to set up job tasks independently with picture prompts. Analysis and Intervention in Developmental Disabilities4, 353–365.
17.
WackerD.BergW.BerrieP.SwattaP. (1985). Generalization and maintenance of complex skills by severely handicapped adolescents following picture prompt training. Journal of Applied Behavior Analysis18, 329–336.
18.
WehmanP.KregelP. (1985). A supported work approach to competitive employment of individuals with moderate and severe handicaps. Journal of The Association for Persons with Severe Handicaps10(1), 3–11.
19.
WehmanP.RenzagliaA.BatesP.SchutzR. (1977). Use of positive practice to increase production rates of a profoundly retarded adolescent. Vocational Evaluation and Work Adjustment Bulletin10(3), 14–19.
