A Comparison of Self‐Instructional Training and Modelling for Teaching an Abstract Task

Abstract

The aim of this study was to compare the relative efficacy of modelling and self-instructional training in teaching a group of adults with mental handicaps to complete an abstract task. Modelling here involves demonstrating a task and requesting that a client copy those behaviours he has just observed. Self-instructional training requires an individual to engage in self-talk to direct behaviour in a desired direction. The results show little difference in performance on the task between the two groups although individual performance varied. The implications of this finding are discussed and directions for further research are suggested