2001
DOI: 10.1177/0145482x0109500204
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Evaluation of a Technology for Teaching Complex Social Skills to Young Adults with Visual and Cognitive Impairments

Abstract: Two multiple baseline designs were used to evaluate a two-stage model for training four young adults with visual and cognitive impairments to shop for groceries. General case methods of choosing training exemplars and canvassing the skill performance of individuals without disabilities were the bases of a task-analytical flow chart of the behavioral skills involved in grocery shopping. The four young adults improved both the number of skills steps completed and the number of correct items purchased and maintai… Show more

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Cited by 14 publications
(7 citation statements)
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“…It is also important to note that while this manuscript focused on special education teachers and direct-service transition personnel’s’ knowledge and use of secondary transition EBPs, the field is far from knowing specifically which EBPs work for specific subgroups of students (e.g., autism, developmental disabilities) under which conditions. For example, many of the research studies that led to the identification of EBPs by NSTTAC included several subgroups of students with disabilities using a specific strategy to teach a specific skill (e.g., Cihak, Alberto, Kessler, & Taber, 2004; Colyer & Collins, 1996; Gumple & Nativ-Ari-Am, 2001; Lee et al, 2013). Therefore, future research should focus on teacher knowledge and use of secondary transition EBPs disaggregated by disability category and secondary transition EBPs used to teach specific skills (e.g., life skills, social skills, academic skills) for various disability groups.…”
Section: Discussion and Future Research Directionsmentioning
confidence: 99%
“…It is also important to note that while this manuscript focused on special education teachers and direct-service transition personnel’s’ knowledge and use of secondary transition EBPs, the field is far from knowing specifically which EBPs work for specific subgroups of students (e.g., autism, developmental disabilities) under which conditions. For example, many of the research studies that led to the identification of EBPs by NSTTAC included several subgroups of students with disabilities using a specific strategy to teach a specific skill (e.g., Cihak, Alberto, Kessler, & Taber, 2004; Colyer & Collins, 1996; Gumple & Nativ-Ari-Am, 2001; Lee et al, 2013). Therefore, future research should focus on teacher knowledge and use of secondary transition EBPs disaggregated by disability category and secondary transition EBPs used to teach specific skills (e.g., life skills, social skills, academic skills) for various disability groups.…”
Section: Discussion and Future Research Directionsmentioning
confidence: 99%
“…In turn, higher levels of social skills may lead to high levels not only of social competence and interaction but of achievement. Some social skills interventions have been found to be effective during training conditions, but there was a gap between the increase in desirable interactions with peers and the generalization and maintenance of these skills across settings or subjects (Chandler, Lubeck, & Fowler, 1992;Gumpel & Nativ-Ari-Am, 2001;Jindal & Kato, 1994), perhaps because most studies have not included generalization as a goal or component of social skills interventions (Chandler, 1992). It has been suggested that treatment can-not be considered to be successful unless the gains are generalized and maintained (Gresham, 1981).…”
mentioning
confidence: 99%
“…By incorporating the range of instructional variables present in the community into the instructional routine, the individual learns to perform the skill across a variety of contexts. This method can be used to enhance simulations, communityreferenced instruction, and CBI (Frederick-Dugan et al, 1991;Gumpel & Nativ-Ari-Am, 2001;Taylor et al, 2002).…”
Section: Generalization Strategiesmentioning
confidence: 99%
“…• When using CBI, generalization is more likely when skills are taught across multiple community settings (Haring et al, 1995;Branham et al, 1999;Gumpel & Nativ-Ari-Am, 2001). In some cases, instruction in only one community setting may be effective if general case programming is used (Horner et al, 1982).…”
Section: Generalization Strategiesmentioning
confidence: 99%