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A classroom program teaching disadvantaged youths to write biographic information.

H B Clark1, S B Boyd, J W Macrae

  • 1Western Carolina Center.

Journal of Applied Behavior Analysis
|April 1, 1975
PubMed
Summary

This study shows that special education students can learn essential everyday skills, like correctly filling out forms with personal information, through structured classroom instruction. This approach effectively teaches vocational and community-living skills for future independence.

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Area of Science:

  • Special Education
  • Vocational Training
  • Applied Behavior Analysis

Background:

  • Limited research exists on adapting formal classroom instruction for teaching everyday life skills to youth.
  • Essential biographic information is frequently required for transactions like job applications and financial services.
  • Special education students often require explicit instruction to master community-living and vocational skills.

Purpose of the Study:

  • To investigate the effectiveness of classroom-based instruction for teaching youths to accurately complete biographic information on forms.
  • To determine if learned skills generalize to untrained application forms.
  • To demonstrate the feasibility of teaching vocation-related skills in a special education classroom setting.

Main Methods:

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  • Six youths in a special education classroom participated in the study.
  • Instruction focused on one biographic item (e.g., name, address, date of birth) at a time.
  • Participants were tested on four application forms after training, including untrained forms, to assess skill generalization.

    • Main Results:

    • Following instruction, youths correctly used taught biographic information on trained application forms.
    • Crucially, participants also accurately completed biographic information on application forms for which they had not received specific training.
    • The findings indicate successful skill acquisition and generalization.

    Conclusions:

    • Formal classroom instruction is a viable method for teaching essential biographic information skills to special education youths.
    • The study validates the feasibility of teaching community-living and vocation-related skills within a classroom environment.
    • This approach supports the development of independence and employability for students with special needs.