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
G. Soto et al., 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, Education and training in mental retardation and developmental disabilities, 29(4), 1994, pp. 307-320
Citations number
27
Journal title
Education and training in mental retardation and developmental disabilities
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.