The purpose of this study was to investigate the efficacy of videotaped instruction for acquisition and generalization of functional sight words used in a community grocery store. The participants were three young adults with mental retardation who attended a public high school. The young adults were taught sight words using videotaped instruction in school. Generalization and maintenance were assessed in a community grocery store. Using a multiple baseline across participants design, the intervention was demonstrated to be effective in fostering acquisition of functional words in the classroom, as well as generalization to the community site. Results were maintained after a 5-month follow-up period. Advantages of videotaped instruction for practitioners were discussed and include (a) more efficient use of teacher time, (b) increased opportunities to review and practice, (c) bringing the natural setting into the classroom, and (d) reliability of training. Future research needs include replications in a variety of other community settings, across types and degrees of disabilities, and across skill areas. The need to explore the efficacy of videotaped instruction for teaching comprehension of functional sight words is also discussed.Functional skills are those used frequently in natural settings and expected of peers without disabilities. These skills are essential to students' performance and participation in a variety of community environments (Bishop & Falvey, 1989). Any skills that students need and can learn to use throughout life in nonschool settings are functional skills.
Aim and objectives To explore the importance of the physical space of therapy rooms (used for counselling/psychotherapy) to clients and therapists. To identify which aspects of therapy rooms are most important to clients and therapists and how these aspects contribute to an environment that is conducive or hindering to the therapy process. Method This was a mixed‐methods study, using a concurrent triangulation design. Data were gathered using an online survey and semi‐structured interviews. Quantitative and qualitative data were analysed using statistical analysis and thematic analysis, respectively. Participants were twenty‐four clients who had experienced counselling or psychotherapy and twenty‐one qualified therapists (psychologists, counsellors and psychotherapists). Findings From the survey data, comfortable seating and room temperature, soundproofing, no interruptions and accessibility of the room were identified as most important to clients and therapists. Participants reported that feeling physically comfortable and safe in a room enabled a greater engagement with the therapeutic process. Rooms with a ‘clinical’ appearance were described as unhelpful. From the interview data, themes identified were as follows: ‘comfort’, ‘the appearance and meaning of the room’ and ‘the room as a workspace’. Conclusions The physical environment of the therapy room can play an important role in clients feeling comfortable and able to engage. It is important to consider the appropriateness of rooms for particular client groups/issues and consult with clients and therapists about therapy rooms. Further research is needed into the interaction between clients’ presenting issues and the room and the effect of cultural differences upon the experience of therapy rooms.
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