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EFFECTS OF PICTURE PROMPTS ON THE ACQUISITION OF COMPLEX VOCATIONAL TASKS BY MENTALLY RETARDED ADOLESCENTS
Author(s) -
Wacker David P.,
Berg Wendy K.
Publication year - 1983
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.1983.16-417
Subject(s) - generalization , task (project management) , psychology , multiple baseline design , vocational education , mentally retarded , dreyfus model of skill acquisition , developmental psychology , cognitive psychology , intervention (counseling) , psychiatry , mathematical analysis , pedagogy , mathematics , management , economic growth , economics
The effects of using picture prompts on the acquisition, generalization, and maintenance of complex vocational tasks were evaluated within a multiple baseline design across subjects and tasks. Five moderately and severely mentally retarded adolescents were first trained to use picture prompts to guide their performance on one or more complex tasks. Following training, posttesting with and without the picture prompts was conducted to evaluate the effects of training and to determine maintenance effects over a 2‐ to 4‐week interval. Generalization of performance across tasks was assessed with three of the students who were provided novel tasks (with and without picture prompts) without training. Results indicated that picture prompts can be successfully used to promote both acquisition and generalization of performance, and that subsequent training time on a novel task was reduced when the use of picture prompts had been previously trained.