ABSTRACT
This research examined whether constant time delay would be effective in teaching students with moderate mental retardation in triads to perform chained tasks and whether observational learning would occur. Three chained snack preparation tasks were identified, and each student was directly taught one task. The other 2 students observed the instruction. The instructed student told the observers to watch and to turn pages of a pictorial recipe book. The teacher provided frequent praise to the instructed student based on performance and to the observers for watching the instruction and turning pages. A multiple probe design across students and tasks was used to evaluate the instruction. The results indicated that each student learned the skill he or she was taught directly, and the observers learned nearly all of the steps of the chains they observed. The implications for classroom instruction and future research in observational learning are discussed.
Subject(s)
Activities of Daily Living/psychology , Down Syndrome/rehabilitation , Education of Intellectually Disabled/methods , Food Handling/methods , Imitative Behavior , Adolescent , Behavior Therapy/methods , Child , Cues , Curriculum , Down Syndrome/psychology , Female , Humans , Male , Mental Recall , Reinforcement ScheduleABSTRACT
Constant time delay, a variation of progressive time delay, is a response prompting strategy designed to provide and remove prompts in a systematic manner on a time dimension. Constant time delay has two defining characteristics: (a) initial trials involve presentation of the target stimulus followed immediately by delivery of a controlling prompt; and (b) on all subsequent trials, the target stimulus is presented, a response interval of a fixed duration is delivered, the controlling prompt is provided, and a second response interval is delivered as needed. Reports of 36 studies using the constant time delay procedure with discrete behaviors were identified and analyzed. The results are described in terms of demographic variables (i.e., the types of subjects, settings, behaviors, instructors, and instructional arrangements), and the procedural parameters of the strategy. The effectiveness of the strategy and the outcome measures are summarized. Finally, the methodological adequacy of the constant time delay research is examined. Implications for practice and for further research are presented.
Subject(s)
Education of Intellectually Disabled/methods , Mental Recall , Reinforcement Schedule , Transfer, Psychology , Adolescent , Adult , Age Factors , Child , Child, Preschool , Female , Humans , Male , Retention, Psychology , Sex FactorsABSTRACT
Some of the economic and philosophical reasons why sheltered workshops remain liabilities within the field of special education were discussed. Low wage rates, the unavailability of work, changing industrial forecasts for blue collar employment, financial dependence, tax returns, segregation, and normalization issues, along with other factors, were examined to provide support for the assertion that sheltered workshops are not providing clients with appropriate work experiences.
Subject(s)
Intellectual Disability/rehabilitation , Philosophy, Medical , Sheltered Workshops/economics , Adult , Cost Control/trends , Deinstitutionalization/economics , HumansABSTRACT
The effectiveness of a 5-s constant time-delay procedure to teach three chained food preparation behaviors to four moderately retarded adolescent students was evaluated within a multiple probe design across behaviors. Results indicate that the procedure was effective in teaching all four students to make a sandwich, boil a boil-in-bag item, and bake canned biscuits. The skills maintained with at least 85% accuracy over a 3-month period. Training generalized from the school to the home setting for the 2 subjects that completed generalization probe sessions. The percentage of errors across all skills and students was less than 9%.
