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Self-instructional intervention for teaching generalized problem-solving within a functional task sequence

C Hughes1, K Hugo, J Blatt

  • 1Department of Special Education, Vanderbilt University, Nashville, TN 37203, USA.

American Journal of Mental Retardation : AJMR
|May 1, 1996
PubMed
Summary
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This study shows that combining self-instruction with multiple exemplar training helps high school students with severe intellectual disability improve generalized problem-solving skills. The intervention also reduced training time and improved self-instruction consistency.

Area of Science:

  • Special Education
  • Developmental Psychology
  • Applied Behavior Analysis

Background:

  • Students with severe intellectual disability often face challenges in generalized problem-solving.
  • Effective interventions are needed to enhance cognitive and adaptive skills in this population.

Purpose of the Study:

  • To examine the effects of a combined self-instruction and multiple exemplar training intervention.
  • To assess the generalized problem-solving abilities of high school students with severe intellectual disability.

Main Methods:

  • The intervention involved preteaching self-instruction with one exemplar before introducing multiple exemplars.
  • Problem situations were embedded within a functional task sequence.
  • Five high school students with severe intellectual disability participated.

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Main Results:

  • All students successfully learned five trained problem responses and five generalized responses.
  • The intervention decreased the time required for self-instruction.
  • Variability in self-instruction verbalization decreased.

Conclusions:

  • The combined intervention is effective in improving generalized problem-solving skills.
  • This approach enhances learning efficiency and consistency in self-instruction for students with severe intellectual disability.