The Effects of Multiple‐exemplar Self‐instructional Training on High School Students' Generalized Conversational Interactions

Abstract

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.

Social Stories™ for Children with Disabilities

“…Hawkins (1991) and Schwartz and Baer (1991) have argued for more objective functional validation of intervention (habilitative validity), which may include comparison of performance with community standards. For example, Hughes, Harmer, Killian and Niarhos (1995) collected social comparison data on regular peers when teaching social initiation skills to students with intellectual disabilities. Thus, as well as demonstrating that the skills of interest could be taught, they also established that performance was within the broad functional range of regular peers.…”

Auto-instruções: estratégia de regulação atencional da THDA

“…O desenvolvimento de estratégias que visem a regulação, quer sejam de caráter cognitivo ou comportamental, são fundamentais no tratamento de sujeitos com défice atencional (A. Fernández, 2003;Hughes, Harmer, Killian, & Niarhos, 1995;Sparks, Javorsky, & Phillips, 2004), devido às dificuldades de seleção e conservação da memória a curto prazo presentes (Cowan, Fristoe, Elliot, Brunner, & Saults, 2006).…”

“…Fernández, 2003;Hughes et al, 1995;Sparks et al, 2004), uma vez que consiste na elaboração de metas relacionadas com o seu trabalho ou com a sua forma de atuar em determinadas circunstâncias, permitindo que estes permaneçam atentos ao seu comportamento, que o possam avaliar e estabelecer novas metas. Deste modo, os sujeitos reforçam, de uma forma constante, a sua voluntariedade e as suas expectativas, cada vez que realizam algo que foi previamente proposto (Soler & García-Sevilla, 1997).…”

A National Survey of Teachers' Promotion of Self-Determination and Student-Directed Learning

“…Self-instruction refers to verbalizations an individual emits to cue, direct, or maintain his or her own behavior (Hughes & Agran, 1994). A number of studies have found that selfinstruction training is useful for increasing job-related (Agran, Fodor-Davis, & Moore, 1986;Hughes, 1992;Hughes, Hugo, & Blatt, 1996;Hughes & Rusch, 1989;Rusch, McKee, ChadseyRusch, & Renzaglia, 1988;Salend, Ellis, & Reynolds, 1989) and social (Hughes, Harmer, Killian, & Niarhos, 1995;Hughes, Killian, & Fischer, 1996) skills of individuals with mental retardation. Self-instruction was found to improve essay composition skills of students with learning disabilities (Graham & Harris, 1989).…”