COMPARISON OF 2 INSTRUCTIONAL STRATEGIES ON SOCIAL SKILLS ACQUISITIONAND GENERALIZATION AMONG INDIVIDUALS WITH MODERATE AND SEVERE MENTAL-RETARDATION WORKING IN A VOCATIONAL SETTING - A META-ANALYTICAL REVIEW

This paper compares the effectiveness of two intervention approaches ( a) behavior training strategies and (b) cognitive process strategies, to teaching social skills to learners with moderate to severe mental r etardation working in vocational settings by conducting a meta-analyti cal review of articles published between 1980-1993. The seven studies which met criteria for inclusion in this meta-analytical review were a nalyzed across fourteen variables, and subjected to both within and be tween study evaluation. Evaluation of research studies showed both int ervention approaches were effective in teaching the targeted response( s). However, there were some indications that the cognitive process ap proach was more effective in terms of response maintenance and general ization. Implication of these findings for research and practice in th e field are discussed in terms of (a) natural cues and consequences ut ilization, (b) intervention in the critical context, (c) inclusion of social validation measures, and (d) learner outcome expectations and t raining perception.