Self-instructional intervention for teaching generalized problem-solving within a functional task sequence.
Effects of an intervention that combined self-instruction with multiple exemplar training on the generalized problem solving of five high school students with severe mental retardation were examined. Innovative features of the intervention included (a) preteaching self-instruction to proficiency with one exemplar before introducing multiple exemplars and (b) embedding problem situations within a functional task sequence. Findings indicated that all students learned to perform five trained problem responses and five generalized responses while self-instructing. The self-instructional intervention appeared to decrease training time required to self-instruct as well as to decrease variability with which participants verbalized their self-instructions.
Hughes
C
C
Department of Special Education, Vanderbilt University, Nashville, TN 37203, USA.
Hugo
K
K
Blatt
J
J
D000293:Adolescent; D000328:Adult; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D005511:Food Handling; D006801:Humans; D008297:Male; D011340:Problem Solving; D011380:Programmed Instructions as Topic; D012655:Self-Evaluation Programs; D012691:Serial Learning; D016896:Treatment Outcome; D014829:Vocational Education