PUBLIC TRANSPORTATION TRAINING: IN VIVO VERSUS CLASSROOM INSTRUCTION

Abstract

This study evaluated a classroom program to teach public transportation usage (busriding skills) to retarded persons. Based on a task analysis of specific skills, five retarded male students were taught each of the components of locating, signalling, boarding and riding, and exiting a bus. These skills were taught sequentially, using training procedures consisting of role playing, manipulating the actions of a doll on a simulated model, and responding to questions about slide sequences. Before, during, and after training, subjects were tested on generalization probes in the classroom and in the natural environment. Results of a multiple-baseline design across subjects indicated that up to 12 months after termination of training, each subject exhibited appropriate bus-riding skills on actual city buses. Two other subjects were trained on each skill component in vivo, on city buses, in order to compare the relative effectiveness and efficiency of classroom versus in vivo training. Both of these subjects acquired appropriate bus-riding skills; however, the in vivo training procedure was both more time consuming and expensive than classroom training. These findings further demonstrate the effectiveness and practicality of properly designed classroom training procedures for teaching community survival skills to retarded persons.

Route learning and shortcut performance in adults with intellectual disability: A study with virtual environments

“…However, it may not be sufficient to find a novel route or to make a detour. Interestingly, spatial navigation in real environments in individuals with intellectual disability is often described as non-flexible, with minor changes in the environment causing errors or loss (Neef et al, 1978). In contrast, other individuals with intellectual disability were able to find a "short path" even though it was not the shortest one.…”

“…Travel skills are essential for independent living and community participation. They allow the individuals to access a wide range of vocational, educational and recreational opportunities (Neef, Iwata, & Page, 1978). However, few individuals with intellectual disability practice independent travel.…”

Utilization Analysis of a Pedestrian Safety Training Program

“…Fourth, will the large-scale implementation of preventive practices such as pedestrian safety training be associated with a decrease in the "bottom line" dependent variables, viz., pedestrian deaths and injuries (Yeaton, Greene, & Bailey, 1981)? Fifth, is it more cost-effective to teach pedestrian safety at school crosswalks than in a classroom (Neef, Iwata, & Page, 1978)?…”

Eight Steps to School-Based Employment Training for Adolescents with Autism Spectrum Disorder and Intellectual Disability

“…Classrooms with these items can easily be converted into a restaurant setting (see Figure 1). Although community-based instructional environments are considered ideal, researchers have also spent decades documenting the impact of classroom instruction in simulated settings and their positive impact on skills such as ordering meals, (Pol, Iwata, Ivancic, Page, Neef, & Whitley, 1981), shopping for groceries (McDonnell, Horner, & Williams, 1984), using public transportation (Mechling & O'Brien, 2010;Neef, Iwata, & Page, 1978), as well as domestic and vocational skills (Bates, Cuvo, Miner, & Korabek, 2001) among adolescents and adults with disabilities. Through collaboration with local community businesses and integration of an inclusive vocational program as part of the school community, the classroom can be transformed into one that capitalizes on many of the beneficial components that communitybased instruction offers.…”