An Analysis of the Effects of a Social Skills Training Program Using Self-Instructions on the Acquisition and Generalization of Two Social Behaviors in a Work Setting

Abstract

This investigation examines the effects of a social skills training program using self-instructions in facili tating the acquisition and generalization of two social behaviors in a work setting. Specifically, this study examined the effects of the training package in increas ing the percentages of initiations with a supervisor when employees ran out of work materials and/or needed assistance. The results indicated that the training effec tively increased the percentages of occurrence in one or both of the target behaviors for all 5 participants. Fur thermore, the training resulted in generalized respond ing across settings for all participants and maintained for up to 13 weeks. These results suggest the feasibility of a social skills training package using self-instructions to help persons with moderate and severe handicaps acquire, maintain, and generalize social behaviors in a work setting.Increased interest in preparing persons with moderate and severe handicaps for employment has focused re search efforts on the skills needed for successful em ployment

Teaching Supported Employees With Severe Mental Retardation to Solve Problems

“…Two studies have investigated the effectiveness of self-instruction to promote independent performance among individuals with severe mental retardation in vocational settings (Agran, Salzberg, & Stowitschek, 1987;Rusch, McKee, ChadseyRusch, & Renzaglia, 1988). indicated that although the participants in their study learned to seek assistance, they generally did not verbalize self-instructions in either the training or generalization setting.…”

The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities

“…This technique has been used successfully to solve job and work related problems (Agran, Fodor-Davis & Moore, 1986;Hughes & Rusch, 1989) and to teach social skills critical to independence (Agran, Salzberg & Stowitschek, 1987;Hughes & Agran, 1993). In essence, self-instruction strategies move the responsibility for providing verbal prompts and cues from an external source, typically the teacher, to the student.…”

Effectiveness of Education of Working Memory Strategies on Improvement of Reading Performance and Reduction of Depression in Children with Dyslexia

“…Some of the children might be able to tolerate repeated failures and setbacks as a result of their learning disabilities (Grolinck and Ryan, 2001). Lack of consideration of disappointment and its reasons might lead to development of feelings such as helplessness, inadequacy and frustration (Agran et al, 2005). Therefore, negative consequences resulting from the existence of dyslexia and associated academic failure can lead to emotional disorders such as depression, so the mentioned issue should be under special consideration (Yaghoubi and Ahadi, 2004).…”