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THE EFFECTS OF MULTIPLE‐EXEMPLAR SELF‐INSTRUCTIONAL TRAINING ON HIGH SCHOOL STUDENTS' GENERALIZED CONVERSATIONAL INTERACTIONS
Author(s) -
Hughes Carolyn,
Harmer Melinda L.,
Killian Daniel J.,
Niarhos Frances
Publication year - 1995
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.1995.28-201
Subject(s) - psychology , generalization , multiple baseline design , mathematics education , developmental psychology , intervention (counseling) , mathematical analysis , mathematics , psychiatry
A multiple‐baseline‐across‐students design was used to investigate the effects of multiple‐exemplar self‐instructional training on the acquisition and generalization of conversational interaction of 4 high school students with mental retardation. The multiple‐exemplar component of the model consisted of (a) several peers without disabilities teaching the use of a self‐instructional social skills strategy across diverse examples of conversational interactions and across two settings and (b) assessing the generalized effects of training across additional peers and one setting. Findings indicated that peers were effective in teaching the multiple‐exemplar strategy and that peer training was associated with systematic increases in generalized conversational interactions with familiar and unfamiliar peers with and without disabilities in an additional setting. Social validation data indicated that following multiple‐exemplar training, all participants' performances approximated those of general education students and was judged by others to have improved.