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TEACHING PEDESTRIAN SKILLS TO RETARDED PERSONS: GENERALIZATION FROM THE CLASSROOM TO THE NATURAL ENVIRONMENT 1
Author(s) -
Page Terry J.,
Iwata Brian A.,
Neef Nancy A.
Publication year - 1976
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1976.9-433
Subject(s) - generalization , multiple baseline design , psychology , pedestrian , intersection (aeronautics) , social skills , mathematics education , developmental psychology , transport engineering , psychiatry , engineering , mathematics , intervention (counseling) , mathematical analysis
Little attention has been given to teaching adaptive community skills to retarded persons. In this study, five retarded male students were taught basic pedestrian skills in a classroom. Training was conducted on a model built to simulate city traffic conditions. Each subject was taught five specific skills involved in street crossing in sequence, viz . intersection recognition, pedestrian‐light skills, traffic‐light skills, and skills for two different stop‐sign conditions. Before, during, and after training, subjects were tested on generalization probes on the model and under actual city traffic conditions. Results of a multiple‐baseline design across both subjects and behaviors indicated that after receiving classroom training on the skills, each subject exhibited appropriate pedestrian skills under city traffic conditions. In addition, training in some skills appeared to facilitate performance in skills not yet trained.