An Evaluation of Labeling‐then‐doing With Moderately Handicapped Persons: Acquisition and Generalization With Complex Tasks

Wacker, David P.; Berg, Wendy K.; McMahon, Colleen M.; Templeman, Mark; McKinney, Jeff; Swarts, Valerie; Visser, Melissa; Marquardt, Pam

doi:10.1901/jaba.1988.21-369

Cited by 14 publications

(8 citation statements)

References 6 publications

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“…Very few studies have examined the facilitative effects of self-rules on task performance, but results from those have been promising. For example, Wacker et al (1988) examined whether teaching young adults with moderate to severe mental retardation to label the correct characters in a typing task prior to the typing of each character would result in skill mastery. Reinforcement was made contingent on both accurate labeling and typing.…”

mentioning

confidence: 99%

The Role of Overt and Covert Self‐rules in Establishing a Daily Living Skill in Adults With Mild Developmental Disabilities

Faloon¹,

Rehfeldt²

2008

J of App Behav Analysis

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The purpose of the current study was to explore the use of overt and covert self-rules in the acquisition, maintenance, and generalization of a chained task by adults with mild developmental disabilities. This research differed from previous research in that the experimenter did not deliver reinforcement for correct responses during training, and we examined the correspondence between each self-rule statement and each subsequent response on each trial. Results showed that the self-rules participated in control over participants' responding, in that the skill was acquired and shown to generalize in the absence of experimenter-delivered reinforcement. Moreover, performance was shown to deteriorate when the emission of overt, but not covert, self-rules was blocked.

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confidence: 99%

The Role of Overt and Covert Self‐rules in Establishing a Daily Living Skill in Adults With Mild Developmental Disabilities

Faloon¹,

Rehfeldt²

2008

J of App Behav Analysis

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“…• Use of a calculator or number line to add prices (Frederick-Dugan, Test, & Varn, 1991;Matson & Long, 1986;Nietupski, Welch, & Wacker, 1983;Wacker et al, 1988;Wheeler, Ford, Nietupski, Loomis, & Brown, 1980). Although each of these adaptations has been shown to be effective in providing students with a means to make purchases with money, limitations are evident due to the limited number and total cost of the items purchased.…”

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confidence: 99%

Multimedia Computer-Based Instruction to Teach Students With Moderate Intellectual Disabilities to Use a Debit Card to Make Purchases

Mechling¹,

Gast²,

Barthold³

2003

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This study investigated the effectiveness of a multimedia program (interactive computer program, video captions, and still photographs) to teach 3 students with moderate intellectual disabilities to make purchases using a debit card and an automated payment machine (APM). A multiple probe design across participants was used to evaluate the effectiveness of the multimedia program. All instructional sessions occurred through simulations using video captions and still photographs replicating operation of the APM. Generalization of skills was assessed through purchasing at community stores. Results indicate that the multimedia program alone was effective in teaching generalized operation of APMs with a debit card.Purchasing is recognized in the field of special education as an important skill when teaching students with intellectual disabilities to function independently within community settings (Colyer & Collins, 1996;Snell, 2000). The need to make purchases may extend across a range of settings such as grocery stores, department stores, convenience stores, restaurants, school cafeterias, and during activities such as purchasing a movie Requests for reprints should be sent to Linda C. Mechling, Department of Curricular Studies, UNCW, 601 S. College Rd,

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“…Similarly, methodologies to shape self-rules in complex applied settings are evident in the self-instruction literature (Meichenbaum & Goodman, 1971). Self-instructional training (e.g., Wacker et al, 1988) provides a training protocol whereby a repertoire of selfrules is shaped over a number of training sessions. Self-instructions can be observed under well-specified conditions, recorded on a more or less continuous basis, and brought under a degree of experimental control.…”

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confidence: 99%

Toward a Functional Analysis of Private Verbal Self‐regulation

Taylor

O’Reilly

1997

J of App Behav Analysis

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We developed a methodology, derived from the theoretical literatures on rule-governed behavior and private events, to experimentally investigate the relationship between covert verbal self-regulation and nonverbal behavior. The methodology was designed to assess whether (a) nonverbal behavior was under the control of covert rules and (b) verbal reports of these rules were functionally equivalent to the covert rules that control non-verbal behavior. The research was conducted in the context of teaching shopping skills to persons with mild intellectual disabilities using a self-instruction training format. In Phase 1, 4 participants were successfully taught to perform shopping skills using overt and covert self-instructions. The self-instructions were then blocked under overt and covert self-instruction conditions, which resulted in a reversal of shopping skills to baseline levels. This indicated that the overt and covert self-instructions might be controlling responding. In Phase 2, we demonstrated that the self-instructions, when used as external directives, produced successful shopping with 3 other participants. By demonstrating that self-rules can produce correct responding when used as external directives, we were more confident that it was the self-instructions and not other verbal or nonverbal behavior that controlled responding under overt, covert, and blocking conditions in Phase 1.

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An Evaluation of Labeling‐then‐doing With Moderately Handicapped Persons: Acquisition and Generalization With Complex Tasks

Cited by 14 publications

References 6 publications

The Role of Overt and Covert Self‐rules in Establishing a Daily Living Skill in Adults With Mild Developmental Disabilities

The Role of Overt and Covert Self‐rules in Establishing a Daily Living Skill in Adults With Mild Developmental Disabilities

Multimedia Computer-Based Instruction to Teach Students With Moderate Intellectual Disabilities to Use a Debit Card to Make Purchases

Toward a Functional Analysis of Private Verbal Self‐regulation

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