A problem-solving approach to social skills training in employment settings with mentally retarded youth.
The present study examined two approaches to teaching social behaviors to 3 developmentally disabled youths in work contexts. In one approach, a problem-solving procedure was learned and transferred to different materials. Conversational probes monitored interactions between disabled employees and their co-workers and customers. A multiple baseline design demonstrated that the training produced generalization and maintenance of the targeted social behaviors to the work settings: A second approach based on a role-playing intervention produced no substantial generalization in the work setting. A social validation questionnaire administered to co-workers supported the efficacy of the problem-solving training procedure. The efficacy of social problem-solving training was discussed in terms of sufficient exemplars, common stimuli, and self-mediations.
Park
H S
HS
University of California, Berkeley.
Gaylord-Ross
R
R
D000293:Adolescent; D004651:Employment; D005260:Female; D005793:Generalization, Psychological; D006801:Humans; D008607:Intellectual Disability / Q000534:rehabilitation*; D008297:Male; D011340:Problem Solving; D012381:Role Playing; D012919:Social Behavior; D013663:Teaching / Q000379:methods; D014163:Transfer, Psychology