A Problem‐solving Approach to Social Skills Training in Employment Settings With Mentally Retarded Youth

Abstract

The present study examined two approaches to teaching social behaviors to 3 developmentally disabled youths in work contexts. In one approach, a problem-solving procedure was learned and transferred to different materials. Conversational probes monitored interactions between disabled employees and their co-workers and customers. A multiple baseline design demonstrated that the training produced generalization and maintenance of the targeted social behaviors to the work settings: A second approach based on a role-playing intervention produced no substantial generalization in the work setting. A social validation questionnaire administered to co-workers supported the efficacy of the problem-solving training procedure. The efficacy of social problem-solving training was discussed in terms of sufficient exemplars, common stimuli, and self-mediations.

Self-Determination and Quality of Life: Implications for Special Education Services and Supports

“…Much of the focus for intervention in special education has been strictly on social skills training. Although this instruction is important, in the absence of similar emphasis on social problemsolving skills, social skills training alone is not enough to address deficits in social interactions exhibited by youth and adults with disabilities (Chadsey-Rusch, 1986;Park & Gaylord-Ross, 1989;Wehmeyer & Kelchner, 1994).…”

Effet d'une thérapie de type cognitivo-comportemental assistée par l'animal sur les interactions sociales de personnes ayant une déficience intellectuelle légère ou moyenne /

“…En ce qui a trait à l'intervention proprement dite, les programmes de type cognitivo-comportemental qui emploient des stratégies métacognitives de résolution de problèmes sociaux présentent des résultats positifs (Collet-Klingenberg & ChadseyRusch, 1991;O'Reilly & Chadsey-Rusch, 1992;Park & Gaylord-Ross, 1989;RosenthalMalek & Yoshida, 1994). D'une part, ils permettent l'augmentation de la compétence sociale des personnes ayant une déficience intellectuelle et, d'autre part, les acquisitions faites dans ce cadre se généralisent à différents contextes.…”

A further comparison of external control and problem‐solving interventions to teach social skills to adults with intellectual disabilities

“…Problem-solving strategies involve teaching the individual a generic set of verbal rules that are intended to prompt them to (i) discriminate salient social stimuli (decode); (ii) identify alternative social behaviors and identify the most appropriate social behavior for the social situation (decide); (iii) perform the social behavior (perform); and (iv) evaluate the effectiveness of the social behavior once it has been performed (evaluate) (O'Reilly & Chadsey-Rusch, 1992;O'Reilly, Lancioni, & Kierans, 2000;Park & Gaylord-Ross, 1989). Several authors have argued that problem-solving interventions may offer a more effective method for promoting generalization of social skills because the participant is taught a set of generic social rules that can be adapted to different social interactions (Gumpel, 1994).…”

“…O'Reilly, Lancioni, O'Donoghue, Sigafoos, & Lacey, in press;Park & Gaylord-Ross, 1989). Park and Gaylord-Ross (1989) examined the effects of external control and problem-solving interventions to teach social conversation skills to two adults with mental retardation in supported employment settings.…”

“…O'Reilly, Lancioni, O'Donoghue, Sigafoos, & Lacey, in press;Park & Gaylord-Ross, 1989). Park and Gaylord-Ross (1989) examined the effects of external control and problem-solving interventions to teach social conversation skills to two adults with mental retardation in supported employment settings. Results of this study demonstrated poor acquisition and generalization of the social skills using the external control method while the problem-solving protocol produced robust acquisition, generalization, and maintenance of the skills.…”