RESUMO
Multiple measures of social behavior were obtained in order to (a) evaluate the effects of a systematic replication of a conversational interaction intervention, (b) identify critical target behaviors, (c) select participants likely to benefit from intervention, and (d) assess the social and experimental validity of the intervention. Combined measures (e.g., performance screening, assessing students' goals, behavioral ratings) corroborated the decision to introduce multiple-exemplar, self-instructional training to 4 students with moderate mental retardation who were observed to have limited social interaction with their peers at school. Findings indicated that the procedure was effective at increasing empirical indicators of participants' generalized conversational interaction and that behavioral change was validated socially by ratings of peers and important others.
Assuntos
Comportamento Social , Comportamento Verbal , Humanos , Deficiência Intelectual , Relações Interpessoais , SocializaçãoRESUMO
A multiple-baseline-across-students design was used to investigate the effects of multiple-exemplar self-instructional training on the acquisition and generalization of conversational interaction of 4 high school students with mental retardation. The multiple-exemplar component of the model consisted of (a) several peers without disabilities teaching the use of a self-instructional social skills strategy across diverse examples of conversational interactions and across two settings and (b) assessing the generalized effects of training across additional peers and one setting. Findings indicated that peers were effective in teaching the multiple-exemplar strategy and that peer training was associated with systematic increases in generalized conversational interactions with familiar and unfamiliar peers with and without disabilities in an additional setting. Social validation data indicated that following multiple-exemplar training, all participants' performances approximated those of general education students and was judged by others to have improved.
RESUMO
A consensus list of 15 dimensions and corresponding components of quality of life was derived from the literature and proposed as a conceptual model. Eighty-seven empirical studies found in the applied research then were analyzed, and the proposed model was found to be supported by 1,243 empirical measures. In addition, studies were analyzed with respect to (a) demographic variables, (b) type of investigation, (c) method of assessment, (d) psychometric properties of assessments used, and (e) common dimensions of measures investigated and their frequency of measurement. Based upon findings, issues regarding methodology, implications for policy and practice in the field, and recommendations for future research were discussed.
