The Effects of Sequential Pictorial Cues, Self‐recording, and Praise on the Job Task Sequencing of Retarded Adults

Abstract

The present study investigated the effects of a self-recording procedure using sequentially organized picture cues on independent task changes of four mentally retarded adults. Independent task changes were identified as the beginning of new tasks without directives or instruction. In addition to investigating treatment effects, the longterm maintenance of the task-change behavior was measured. During self-recording and picture-cue training, the subjects completed an increased proportion of independent task changes, and this behavior was maintained for more than 10 wk following removal of the training procedures. Self-recording using picture cues was shown to be an effective procedure for teaching mentally retarded adults to function more independently in a job setting. Reinen, and Schiebel, 1975) or basic academic skill training (Heward, 1978). In vocational skill training, in contrast, research regarding visual stimulus factors has been limited to simple task acquisition, such as correct discrimination of objects in an assembly task (Gold, 1972;Irvin and Bellamy, 1977). Little research has been conducted on the use of visual aids to instruct the mentally handicapped population in more generalizable vocational skills. A study by Robinson-Wilson (1977) only when necessary for a recipe outcome. The study suggested the value of such visual aids in increasing the independence of severely retarded adults in a home setting. If self-management programs could be used in a vocational setting, they might help retarded adults transfer newly learned behavior from the training setting into the community, i.e., work settings.Research regarding self-management of retarded individuals in work settings is limited (Wehman, Shutz, Bates, Renzaglia, and Karan, 1978). However, studies using self-management or self-control procedures with other populations have identified and found effective several behavioral components including selfassessment and self-recording (Bandura and Perloff, 1967;Glynn, Thomas, and Shee, 1973). Glynn and Thomas (1974) used a chart representing on-task behavior as a cueing procedure. The chart combined with a self-control procedure produced an increase in on-task behavior in 355 1979, 125 [355][356][357][358][359][360][361] NUMBER 3 (FALL 1979)

Effects of Picture Prompts on the Acquisition of Complex Vocational Tasks by Mentally Retarded Adolescents

“…These results replicate and extend those reported by previous investigators (e.g., Connis, 1979;Johnson & Cuvo, 1981;Martin et al, 1982;Sowers et al, 1980;Spellman et al, 1978;Thinesen & Bryan, 1981) Gold, 1972;Irvin & Bellamy, 1977). However, in addition to being effective in the acquisition phase of training, the efficacy of instructional procedures must also be evaluated with respect to subsequent or concurrent generalization and maintenance of performance.…”

“…Requests for reprints should be sent to David P. Wacker, Division of De-velopmental Disabilities, The University of Iowa, Iowa City, Iowa 52242. Connis (1979) and Sowers et al (1980) used picture prompts to train mentally retarded clients to become more independent in vocational settings. Connis used picture sequences to train moderately mentally retarded clients to change work tasks independently.…”

Literature Review of Interventions for Between-Task Transitioning for Individuals with Intellectual and Developmental Disabilities Including Autism Spectrum Disorders

“…Eleven studies were identified that outlined strategies for teaching transition-related behavior (Bryan and Gast 2000;Carson et al 2008;Cihak 2011;Cihak et al 2008Cihak et al , 2010Connis 1979;MacDuff et al 1993;Martin et al 1987;Massey and Wheeler 2000;Mechling and Savidge 2010;Newman et al 1995;Palmen et al 2012;Sainato et al 1987;Spriggs et al 2007). For example, Cihak (2011) compared the effects of static picture cues to video modeling on the between-task transition behavior of four students with ASD in a selfcontained classroom using an alternating treatment design.…”

Teaching hand-washing with pictorial cues

“…Use of pictures provides a good form of assistance for people who have learning difficulties. Using pictorial cues, students with intellectual disabilities have been taught to prepare foods (Martin, Rusch, James, Decker, & Trytol, 1982), to learn child-care skills Feldman, 2004;Feldman, Ducharme, & Case, L. (1999), to function more independently in a job setting (Connis, 1979) or in leisure activities (Bambara & Ager, 1992), to initiate and maintain grooming behaviours (Thinesen & Bryan, 1981), to develop pedestrian navigations skills (Kelley, 2012) and withdraw money and purchase items using a debit card (Alberto, Cihak, & Gama, 2005). Pictorial cues have been found to be more effective than verbal cues in promoting functional activities among children with disabilities (Caffó, Albano, Damato, & Stella, 2013;West, 2008).…”