Teaching self-instruction utilizing multiple exemplars to produce generalized problem-solving among individuals with severe mental retardation.
Four residents of a group home who had severe mental retardation were taught to use self-instruction in combination with multiple exemplars to solve task-related problems. The combined strategy was associated with generalization to untrained problems as well as response maintenance of the problem-solving strategy (i.e., responding to multiple exemplars and self-instructing). The use of the strategy was discussed in terms of instructional strategies for teaching self-instruction and areas for future research, including isolating the factors responsible for generalization and identifying the role of language in promoting generalized responding.
Hughes
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Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN 37203.
D000203:Activities of Daily Living / Q000523:psychology; D000328:Adult; D001521:Behavior Therapy; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D005794:Generalization, Response; D016352:Group Homes; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology / Q000534:rehabilitation*; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D011340:Problem Solving; D011380:Programmed Instructions as Topic; D014705:Verbal Behavior