Generalization of Social Skills through Self-Monitoring by Adults with Mild Mental Retardation

1992 ◽  
Vol 58 (6) ◽  
pp. 495-507 ◽  
Author(s):  
Anjali Misra
Keyword(s):  
Mental Retardation ◽  
Social Skills ◽  
Maintenance Phase ◽  
The Self ◽  
Multiple Baseline ◽  
Mild Mental Retardation ◽  
Self Monitoring ◽  
Phase Data ◽  
Natural Settings ◽  
Five Phases

The effects of self-monitoring on generalization and maintenance of social skills were investigated. Participants were one female and two male adults with mild mental retardation. A multiple-baseline-across-subjects design with five phases was employed. After an initial baseline condition, the subjects were trained in individualized social skills. Following return to baseline, subjects were taught to self-monitor their behavior, in both training and natural settings. Finally, the use of the self-monitoring device was faded, and all intervention contingencies were withdrawn for the maintenance phase. Data were collected in the analogue and generalization settings throughout all phases of the study. Self-monitoring assisted in generalization of trained social skills across settings and people; however, maintenance results were variable.

Self-awareness and personal adaptive potential in normal and impaired development

2021 ◽  
Author(s):  
Tat'yana Kuz'mina
Keyword(s):  
Mental Retardation ◽  
Intellectual Disabilities ◽  
Quantitative Assessment ◽  
Developmental Disorders ◽  
Scientific Activity ◽  
The Self ◽  
Self Concept ◽  
Self Awareness ◽  
Mild Mental Retardation ◽  
Adaptive Potential

The monograph presents the generalized results of the author's scientific activity related to the diagnosis and phenomenological description of the state of self-consciousness and the Self-concept of persons with developmental disorders, in particular with mild mental retardation. The variants of self-awareness diagnostics and a comprehensive assessment of the personal adaptive potential of subjects of different ages with intellectual disabilities are presented and methodologically justified. The presented methods allow us to form an individual adaptive profile based on a quantitative assessment of qualitative indicators of adaptability/maladaptivity. The content aspects of the formation of the antisocial potential of a person with mild mental retardation, in particular, the problems of suggestibility, indoctrination and the participation of persons with intellectual disabilities in criminal communities, are separately identified. It will be useful for students, postgraduates, researchers and practitioners in the field of pedagogy, psychology, law.

Structured Learning Using Self-Monitoring to Promote Maintenance and Generalization of Social Skills across Settings for a Behaviorally Disordered Adolescent

1984 ◽  
Vol 10 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Cheryl Strobel Kiburz ◽  
Sidney R. Miller ◽  
Lonny W. Morrow
Keyword(s):  
Social Skills ◽  
State Mental Health ◽  
Walking Distance ◽  
Structured Learning ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Classroom Training ◽  
Vocational Setting ◽  
Social Skills Deficits ◽  
Natural Settings

Recent literature has highlighted the importance of teaching social skills to behaviorally disordered adolescents. Although it has been demonstrated that social skills can be taught to this population, skills maintenance and generalization have remained problematic. Using a multiple baseline-across-behaviors design, the present investigation incorporated techniques designed to facilitate maintenance and generalization of skills. This study involved an 18-year-old youth placed in a residential state mental health facility because of social skills deficits that included greetings, initiating conversation, and thanking behavior. The treatment occurred over a 48-day period in which the student was observed in four distinct settings. Results suggest that the skills trained — greetings and thanking behavior — were maintained and generalized to three natural settings: (a) the route the student walked to the classroom, (b) the student lounge located near the classroom, and (c) a vocational setting located within walking distance of the classroom. Training also produced an incidental increase in the skill initiating conversation.

Sport/Leisure Skill Learning by Adolescents with Mild Mental Retardation: A Four-Step Strategy

1999 ◽  
Vol 16 (3) ◽  
pp. 300-315 ◽  
Author(s):  
Jin-Jin Yang ◽  
David L. Porretta
Keyword(s):  
Mental Retardation ◽  
Skill Learning ◽  
Multiple Baseline ◽  
Training Phase ◽  
Mild Mental Retardation ◽  
Free Throw ◽  
Study Results ◽  
Improved Performance

Based on Singer’s (1986) method, we investigated the effects of a four-step strategy (ready, look, do, score) on training, maintenance, and generalization of three closed skills (basketball free throw, overhand softball throw, and dart throw) by adolescents (M age = 17.2) with mild mental retardation (MR). A multiple baseline across skills design was used. Performances of 3 males and 3 females across these three skills were examined. Participants averaged a total of 46 sessions for the duration of the study. Results indicated that participants increased performance 18–56% across all three closed skills during the training phase. A total of 4 participants maintained performance on all three skills when reminders were present, and 2 decreased performance when the reminders were removed. All participants exhibited improved performance when a reinforcer was introduced. Moreover, 5 participants were able to generalize the four-step strategy to a different setting.

Programming Rapid Generalization of Correct Articulation through Self-Monitoring Procedures

1986 ◽  
Vol 51 (1) ◽  
pp. 24-32 ◽  
Author(s):  
Lynn Kern Koegel ◽  
Robert L. Koegel ◽  
Janis Costello Ingham
Keyword(s):  
Small Groups ◽  
Speech Therapy ◽  
Speech Sound ◽  
The Self ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Entire Study ◽  
Treatment Conditions ◽  
Monitoring Activity ◽  
Large Case

The purpose of this study was to investigate the use of a self-monitoring activity in the clinical and natural environment as a method of promoting rapid generalization of a target speech sound to beyond-treatment conditions. The subjects were 13 children who lateralized /s/ and /z/, substituted /Θ/ for /s/ and /ð/ for /z/, and/or substituted /w/ for /r/. The children attended public school speech therapy, individually or in small groups, twice weekly for 15- to 20-min sessions throughout the entire study. The investigation was conducted in the context of a multiple baseline research design replicated across subjects and behaviors (for 1 subject). The results demonstrated that when the self-monitoring activity was implemented, the children began to generalize the use of the correct speech sound to their spontaneous speech outside of the treatment setting. The results are discussed in terms of their theoretical implications for generalization issues and in relation to their applied value for clinicians with large case loads or otherwise limited amounts of time to spend with individual clients.

Exploring the Efficacy of Self-Regulatory Training as a Possible Alternative to Social Skills Training

2000 ◽  
Vol 25 (2) ◽  
pp. 131-141 ◽  
Author(s):  
Thomas P. Gumpel ◽  
Shlomit David
Keyword(s):  
Social Skills ◽  
Skills Training ◽  
Multiple Baseline ◽  
Self Monitoring ◽  
Baseline Design ◽  
Inappropriate Use ◽  
Social Skills Instruction ◽  
Skill Deficit ◽  
Regulatory Behavior ◽  
Regulatory Training

This article describes an intervention study based on an alternative model of social skills instruction using a multiple-baseline design across three boys with severe behavioral disorders. The treatment model does not assume a social skill deficit, but rather a deficit in self-regulatory behavior leading to inappropriate use of behaviors already in the individual's repertoire. Self-monitoring procedures were used to cue participants to use their social skills, were effective in altering participants' social behaviors, and created maintained positive change. Data highlight the promise of the activation model as both a theoretical and a treatment methodology warranting further study. Directions for further research are presented.

Behavioral Assessment of Social Interactions in Natural Settings

1996 ◽  
Vol 12 (2) ◽  
pp. 124-131 ◽  
Author(s):  
Carlos Santoyo
Keyword(s):  
Social Skills ◽  
Social Interaction ◽  
Social Interactions ◽  
Behavioral Assessment ◽  
Behavioral Observation ◽  
Social Responsiveness ◽  
Social Agents ◽  
Social Effectiveness ◽  
Natural Settings

The present paper deals with behavioral assessment of social interaction in natural settings. The design of observational systems that allow the identification of the direction, contents, quality and social agents involved in a social interchange is an aim of social interaction assessment and research. In the first part a description of a system of behavioral observation of social interaction is presented. This system permits the identification of the above mentioned aspects. Secondly a strategy for the behavioral assessment of social skills is described. This strategy is based on the consequences and effects of social interaction, and it is supported by three basic processes: social effectiveness, social responsiveness and reciprocity.

Sign in / Sign up

Export Citation Format

Share Document