Systematic correction procedures in vocational-skill training of severely retarded individuals.
Seventy severely retarded adults were taught a vocational assembly-skill task involving a difficult visual--motor discrimination. Comparisons of relative effects on trials-to-criterion were made among two types of verbal-correction procedures (general: "try another way" and specific: "flat side in") and three types of systematic physical-correction procedures (gesture, physical prompt, and repeated practice). Reliable differences in effects occurred only between the three systematic physical-correction procedures, with repeated practice the most effective, physical prompts next, and gestures the least effective. The results were interpreted as demonstrating the efficacy of trainer-related training procedures in relation to stimulus-related strategies, as well as relative efficacy among trainer-related correction procedures.
D000293:Adolescent; D000328:Adult; D003463:Cues; D004193:Discrimination Learning; D006801:Humans; D007100:Imitative Behavior; D008607:Intellectual Disability / Q000534:rehabilitation*; D007360:Intelligence; D008875:Middle Aged; D009048:Motor Skills; D011214:Practice, Psychological; D012050:Rehabilitation, Vocational / Q000379:methods*; D013663:Teaching / Q000379:methods; D014796:Visual Perception