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Teaching self-instruction utilizing multiple exemplars to produce generalized problem-solving among individuals with
1Department of Special Education, Peabody College, Vanderbilt University, Nashville, TN 37203.
American Journal of Mental Retardation : AJMR
|November 1, 1992
Summary
This study taught individuals with severe mental retardation to use self-instruction and multiple exemplars for problem-solving. The strategy led to improved problem-solving skills and maintained performance on new tasks.
Area of Science:
- Behavioral Psychology
- Developmental Disabilities Research
- Applied Behavior Analysis
Background:
- Individuals with severe mental retardation often face challenges in task-related problem-solving.
- Effective instructional strategies are crucial for improving adaptive skills in this population.
Purpose of the Study:
- To evaluate the effectiveness of a combined self-instruction and multiple exemplars strategy.
- To assess the generalization and maintenance of problem-solving skills.
Main Methods:
- Four group home residents with severe mental retardation participated.
- Self-instruction combined with multiple exemplars was used to teach problem-solving.
- Generalization and maintenance of the strategy were assessed.
Main Results:
- The combined strategy resulted in successful problem-solving for trained tasks.
- Trained individuals demonstrated generalization to untrained problems.
- The problem-solving strategy showed response maintenance over time.
Conclusions:
- Self-instruction combined with multiple exemplars is an effective strategy for teaching problem-solving to individuals with severe mental retardation.
- This approach promotes generalization and maintenance of learned skills.
- Future research should explore factors influencing generalization and the role of language.