A comparative analysis of general case simulation instruction and naturalistic instruction

Area of Science:

• Special Education
• Applied Behavior Analysis
• Vocational Rehabilitation

Background:

• Young adults with moderate to severe intellectual disabilities often face challenges in acquiring vocational skills.
• Effective instructional strategies are crucial for promoting independence and employment opportunities in this population.
• Assessing the efficacy of different teaching methods is vital for evidence-based practice.

Purpose of the Study:

• To compare the effectiveness of naturalistic instruction versus simulation instruction.
• To evaluate the acquisition, generalization, and maintenance of housekeeping and janitorial skills.
• To determine the impact of these methods on young adults with moderate and severe intellectual disabilities.

Main Methods:

• A multiple probe design across behaviors was employed to assess participant performance.
• Four young adults with moderate and severe intellectual disabilities participated.
• Instructional methods included noninstructional probes, instruction sessions, generalization probes, and withdrawal of instruction.

Main Results:

• Naturalistic instruction led to significant skill acquisition, with correct responding reaching over 90%.
• Simulation instruction showed only minimal improvement compared to baseline.
• Generalization of learned skills was marginal across both instructional methods.

Conclusions:

• Naturalistic instruction is an effective method for skill acquisition in young adults with intellectual disabilities.
• Further strategies may be needed to enhance the generalization of vocational skills taught through naturalistic methods.
• The findings support the use of naturalistic approaches in vocational training for individuals with intellectual disabilities.