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TEACHING MENTALLY RETARDED ADULTS TO TIME‐MANAGE IN A VOCATIONAL SETTING
Author(s) -
Sowers JoAnn,
Rusch Frank R.,
Connis Richard T.,
Cummings Linda E.
Publication year - 1980
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.1980.13-119
Subject(s) - vocational education , psychology , mentally retarded , developmental psychology , medical education , applied psychology , clinical psychology , pedagogy , medicine
Three retarded adults who had minimal ability to tell time were trained to “time‐manage.” Each was given a card with clock face representations on which the hands of the clock were drawn, representing each trainee's assigned lunch and break times. Instruction was given before work to perform each of the required behaviors when the “real” clock matched the clock faces. Praise was given following correct responses, and reprimands, instruction, and, in some instances, delay or omission of the scheduled activity followed incorrect responses. Pre‐instruction and instructional feedback were then sequentially withdrawn. Results indicated that the package consisting of pre‐instruction, instructional feedback, and picture cues was effective in producing independent time management responding. When the first two components were withdrawn, two trainees maintained high levels of correct responding. Correct responding decreased for one trainee when pre‐instruction was withdrawn. Reintroduction and subsequent withdrawal of the components resulted in maintenance by this trainee. Little improvement in time‐telling ability resulted.