Behavior Therapy and Community Living Skills

Community-Referenced Instruction: Research and Issues

This review addresses some of the more crucial teaching and learning issues that arise when community-referenced instruction is applied to persons with severe disabilities. These issues include environmental assessment, task analysis, trial sequencing, control, empirical and social validity, and measurement. A stimulus set of standards that emerged from the literature reviewed was presented to guide and evaluate future community-referenced research.

Social skills training for adults with mental retardation in job-related settings

The authors discuss the rationale for social skills training for workers with mental retardation, definitions and behavioral standards of these skills, and differences in the interaction patterns between workers with and without mental retardation. Various intervention strategies were reviewed critically, and their strengths and limitations were examined. Based on these analyses, the following recommendations are made. First, trainees' environments of ultimate functioning should be considered and contextual variables assessed and used. Second, social validation should be conducted to identify the social behavior that needs to be trained. Third, some procedures that have been found effective in other areas might be used for social skills training for persons with mental retardation in job-related settings. Fourth, active programming should be included in the intervention package for trainees to generalize and maintain the acquired social skills.

Task analysis training of case managers to assist seriously mentally ill patients find roommates and housing

This study examined the efficacy of task analysis training for case managers helping seriously mentally ill patients find roommates and housing. Behavioral objectives and task analysis were used to develop the task-oriented behavioral training program. Case managers were trained to use a checklist for every session with patients, which included the goal of the session, tasks required to accomplish that goal and lists of all the sub-tasks. The results of this study suggest that this methodology: (1) reduced the time required for patients to find roommates and housing; (2) increased the percentage of patients finding housing; and (3) decreased hospitalization rates occurring during the process of looking for roommates and housing.

A comparison of time delay and decreasing prompt hierarchy strategies in teaching banking skills to students with moderate handicaps

Four students with moderate handicaps were taught to cash checks and to use an automatic teller through either a decreasing prompt hierarchy or time delay procedure. The strategies were compared within a multielement design. Results indicated that both strategies led to the acquisition of the target tasks; however, the decreasing prompt hierarchy was more efficient. Four and 8-week follow-up probes indicated that the strategies were equally effective in producing maintenance of performance.