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General case simulation instruction and the establishment and maintenance of work performance
W W Woolcock1, S R Lyon, K P Woolcock
1University of Pittsburgh.
Research in Developmental Disabilities
|January 1, 1987
Summary
General case simulation instruction effectively taught job skills to young adults with severe handicaps. This approach led to generalized performance on community job tasks, showing its practical application.
Area of Science:
- Special education
- Vocational rehabilitation
- Applied behavior analysis
Background:
- Individuals with severe handicaps often face challenges in acquiring and generalizing job skills.
- Traditional vocational training may not adequately prepare individuals for the diverse demands of community-based employment.
Observation:
- A multiple baseline design across subjects and behaviors was employed to evaluate the effectiveness of the intervention.
- Performance was assessed during simulation instruction, concurrent and subsequent actual job probes, and during actual job instruction.
Findings:
- General case simulation instruction on representative job tasks led to concurrent generalized performance on multiple response examples.
- Skills acquired through simulation were maintained and improved during actual job instruction and even after instructor withdrawal.
Implications:
- General case simulation offers a promising strategy for enhancing community job skills in individuals with severe handicaps.
- Careful consideration of the scope and application of simulation is necessary to maximize its benefits and avoid potential misuses.