Small Group Behavioral Training to Improve the Job Interview Skills Repertoire of Mildly Retarded Adolescents

Kelly, Jeffrey A.; Wildman, Beth G.; Berler, Ellen S.

doi:10.1901/jaba.1980.13-461

Cited by 62 publications

(31 citation statements)

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“…Indeed, another important limitation to identify in the current study with regard to social validity is that assessment in the natural setting was not performed. In vivo interview recordings such as those performed by Kelly et al (1980) were not possible but will certainly yield crucial information in future research.…”

Section: Resultsmentioning

confidence: 99%

“…On review of the existing literature, Schloss et al (1988) recognized that although the social validity of interview skills has been well documented, few studies have attempted to validate effective strategies for teaching such behaviors. Behavioral skills training (BST) has been shown to be effective (Hall et al 1980;Kelly et al 1980;Schloss et al 1988) but requires repeated instruction, modeling, rehearsal, and feedback. One strategy that might attenuate this issue has been subject to conceptual analysis in recent years.…”

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confidence: 99%

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Selection-Based Instruction and the Emergence of Topography-Based Responses to Interview Questions

O’Neill

Rehfeldt

2014

Analysis Verbal Behav

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The process of teaching job interview skills to adults with intellectual disability can be time consuming and arduous for vocational developmental centers. On review of the existing literature, Schloss et al. (1988) recognized that although the social validity of interview skills has been well documented, few studies have attempted to validate effective strategies for teaching such behaviors. Behavioral skills training (BST) has been shown to be effective (Hall et al. 1980;Kelly et al. 1980;Schloss et al. 1988) but requires repeated instruction, modeling, rehearsal, and feedback. One strategy that might attenuate this issue has been subject to conceptual analysis in recent years. That is the potential of selection-based responding to promote the emergence of topography-based responding.Michael (1985) identified two types of verbal behavior: selection-based and topography-based. The former requires an effective scanning repertoire, a subsequent conditional discrimination between stimuli, and no pointto-point correspondence between the response form and the response product (e.g., choosing the correct answer during a multiple-choice examination). In comparison, the latter involves an increase in the strength of a distinguishable topography given some specific controlling variable and point-to-point correspondence between the response form and the response product (e.g., providing the correct answer during an oral examination). Since Michael's seminal paper on the topic, researchers have continued to clarify the distinction between selectionbased and topography-based verbal behavior. Potter and Brown (1997) have suggested that topography-based responses might promote the acquisition of selectionbased responses in some contexts, especially in participants with extensive verbal repertoires. In examining the role of such verbal behavior, found that participants preferred selection-based tasks which incorporated a topography-based component when taught relations between sample stimuli consisting of flag-like patterns and comparison stimuli consisting of dot patterns. These researchers found that participants engaged in consistent vocal-verbal responding (i.e., problem-solving) during both selection-based tasks and selection-based tasks with a topography-based component. This finding was seen as support for the notion that some selection-based conditional discriminations, and emergent equivalence relations (see Walker et al. 2010;Lovett et al. 2011;Walker and Rehfeldt 2012), are promoted by topography-based vocal-verbal responding in individuals with extensive verbal repertoires. Indeed, it is likely that typically functioning adults engage in covert topography-based responses during selection-based tasks (e.g., multiple-choice examinations). Polson and Parsons (2000) commented on the concerns associated with ignoring the selection-based versus topography-based distinction and cautioned researchers on the use of selectionbased match-to-sample (MTS) tasks. The current study sought to validate the use of a selection-base...

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Selection-Based Instruction and the Emergence of Topography-Based Responses to Interview Questions

O’Neill

Rehfeldt

2014

Analysis Verbal Behav

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“…In a 63-study meta-analysis of the relevant literature from 1978, the use of videotaped instruction in classrooms was found to be effective (McNeil & Nelson, 1991). Success has also been reported in modifying the social skills of adolescents with developmental delays (Kelly, Wildman & Berler, 1980).…”

Section: Observational Learning In Children With Down Syndrome and Dementioning

confidence: 99%

Observational Learning in Children with Down Syndrome and Developmental Delays: The Effect of Presentation Speed in Videotaped Modelling

Biederman¹,

Stepaniuk²,

Davey³

et al. 1999

Downs Syndr. Res. Pract.

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“…Target behaviors have ranged from conversational skills (Matson & Adkins, 1980;Rychtarik & Bornstein, 1979;Schloss, Thompson, Gajar, & Schloss, 1985) to cooperative play responses (Strain, 1975;Whitman, Mercurio, & Caponigri, 1970). Intervention procedures have included modeling, behavior rehearsal, instruction feedback, contingent reinforcement, homework, and other social learning procedures (Bates, 1980;Foxx, McMorrow, & Mennemeier, 1984;Kelly, Wildman, & Berler, 1980; Tofte-Tipps, Medonca, & Peach, 1982).…”

Section: Williamsport Area Community Collegementioning

confidence: 99%

“…Other discrete response definitions have been proposed which consider the function of the person's social response, including: cooperative ball rolling (Morris & Dolker, 1974), telephone usage (Nietupski & Williams, 1974), job interview skills (Kelly, Wildman, & Berler, 1980), conversational skills (Kelly, Furman, Phillips, Hathorn, & Wilson, 1979), competitive and cooperative play (Knapczyk & Yoppi, 1975), question asking, self-disclosure, and complimentary comments (Kelly, Wildman, Urey, & Thurman, 1980). These approaches overcome several of the limitations of the general approaches.…”

Section: Specific Definition Of Social Skillsmentioning

confidence: 99%

Contemporary Issues in Social Skills Research With Mentally Retarded Persons

Schloss

Schloss²

1985

J Spec Educ

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There is consistent evidence that a majority of mildly and moderately mentally retarded persons adjust to community environments upon leaving school. Mental age and academic achievement appear not to have a significant influence on adjustment. Other features, including interpersonal skills and social competence do have a strong bearing on community adjustment.In view of this, numerous studies over the past two decades have been conducted to evaluate social skill enhancement strategies. Unfortunately, there are serious limitations to this literature.Specifically, (a) the absence of a conceptual base has resulted in the failure of research to build a comprehensive body of knowledge; (b) training priorities have not been matched to learner characteristics or needs; (c) the social significance of program effects has generally been ignored; (d) independent and dependent variables have not been evaluated and applied with equal precision ; (e) investigators seldom evaluate the generality of effects to other settings, responses, and time; and finally (f) research has not demonstrated that community integration and adjustment can be enhanced through training.

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Small Group Behavioral Training to Improve the Job Interview Skills Repertoire of Mildly Retarded Adolescents

Cited by 62 publications

References 10 publications

Selection-Based Instruction and the Emergence of Topography-Based Responses to Interview Questions

Selection-Based Instruction and the Emergence of Topography-Based Responses to Interview Questions

Observational Learning in Children with Down Syndrome and Developmental Delays: The Effect of Presentation Speed in Videotaped Modelling

Contemporary Issues in Social Skills Research With Mentally Retarded Persons

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