Vocational and Social Work Behavior

Rusch, Frank R.; Schutz, Richard

doi:10.1007/978-1-4615-7130-8_8

Cited by 10 publications

(3 citation statements)

References 50 publications

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“…Such skills are included inconsistently in task analyses, yet it is these nontechnical variables that contribute to failure in work settings (Greenspan & Shoultz, 1981;Rusch & Schutz, 1981).…”

Section: Limited Scopementioning

confidence: 98%

Delineating Functional Competencies: A Component Model

Brown

Evans

Weed

et al. 1987

Journal of the Association for Persons with Severe Handicaps

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This article describes a model for representing func tional competencies in students with disabilities. Al though strategies exist to identify skills and activities that are functional for students with severe handicaps, these strategies provide relatively little information on how to separate the functional skills into meaningful component parts that represent the range of behaviors needed in the natural environment. Data are presented to illustrate the narrow range of behaviors included in task analyses in current literature on skill acquisition. The Component Model of Functional Life Routines provides a systematic alternate approach to delineating the behaviors required in natural environments.

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Section: Limited Scopementioning

confidence: 98%

Delineating Functional Competencies: A Component Model

Brown

Evans

Weed

et al. 1987

Journal of the Association for Persons with Severe Handicaps

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“…These allegations came as no surprise because sheltered workshops traditionally rely on staff who have little knowledge about the instructional technology or industrial de-sign necessary to develop an individual's potential for employment (Pomerantz & Marholin, 1977). Based on a review of social and work behavior research reported before 1980, Rusch and Schutz (1981) conduded that the primary method oftraining in sheltered workshops was "supervision with vague instructions and occasional prompts to stay on task" (p. 287).…”

Section: Rationale For Supported Employmentmentioning

confidence: 99%

Overview of Supported Employment

Rusch

Hughes

1989

J of App Behav Analysis

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This article traces the emergence of supported employment as a result of philosophical changes in expectations for persons with disabilities, based on scientific developments that challenged traditional service-delivery models. Supported employment program characteristics also are reviewed, and the influence of applied behavior analysis is outlined. Finally, areas for future research in supported employment are discussed.

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“…The vocational habilitation literature has focused primarily on the first goal of demonstrating that mentally retarded adults can acquire specific task-related skills. The development of what Rusch and Schutz (1981) have labeled "social survival skills" has been large-Special thanks are due Randy Edmonds, the workshop supervisor, and Lori Kubes for their help with this project. We also thank Reed Bechtel, Carolyn Bird, Ron Bittle, Debbie Braunling-McMorrow, Bev Edmonds, Carolyn Foxx, Gurit Lotan, and Leon Rendleman for their assistance.…”

mentioning

confidence: 99%

Teaching Social/Vocational Skills to Retarded Adults With a Modified Table Game: An Analysis of Generalization

Foxx

McMorrow

Mennemeier

1984

J of App Behav Analysis

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In this study, a social skills training program for institutionalized mildly or moderately retarded adults was extended to include skills relevant to vocational settings. Target behaviors involving a verbal action or reaction within six skill areas were taught using a commercially available board game, Sorny, and a specially designed card deck. The training program featured response specific feedback, self-monitoring, individualized reinforcers, and individualized performance criterion levels. Using a multiple baseline across two groups (n = 3 per group), the game contingencies increased social/vocational skills in all targeted areas. Generalization was assessed in two settings: a simulated workshop in which pre and post measures were taken and in the institutional workshop where the residents worked. The posttraining simulated workshop results revealed that the residents' newly learned skills had generalized. However, repeated generalization measures of the residents' social interactions in the institutional workshop were equivocal as were measures of their productivity.

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Vocational and Social Work Behavior

Cited by 10 publications

References 50 publications

Delineating Functional Competencies: A Component Model

Delineating Functional Competencies: A Component Model

Overview of Supported Employment

Teaching Social/Vocational Skills to Retarded Adults With a Modified Table Game: An Analysis of Generalization

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