Toward Generalization of Appropriate Leisure and Social Behavior in Severely Handicapped Youth: Pinball Machine Use

Abstract

teacher of learning disabled students, Hanover County, Virginia. Article Descriptors electronic pinball; age-appropriate leisure; generalization; adolescent; severely handicapped; community-based trainingThis study demonstrated the acquisition and generalization into community settings of a chron ologically age-appropriate leisure skill with severe ly and profoundly mentally retarded adolescents. The skill involved operating an electronic pinball machine independently.The study evaluated the effects of an instructional program in a multiple baseline across individuals, with frequent generali zation probes into the community.Systematic in structional procedures were utilized that involved verbal instructions, modeling, physical guidance, and social reinforcement.Modeling was also used to help reduce inappropriate social behaviors, such as self-stimulation actions that took place in the community setting. The results indicated that participants could acquire and generalize use of an electronic pinball machine leisure skill effectively and learn to exhibit appropriate social behavior.

A Model for Analyzing Instructional Components To Facilitate Generalization for Severely Handicapped Students

“…Probe trials clearly revealed that the skills did not generalize to the natural environment until training was conducted there. Similar findings were reported by Hill, Wehman, and Horst (1982) regarding teaching severely handicapped students to use pinball machines as a leisure skill. Both of these studies reported generalization to new environments only after training in the natural environment was completed.…”

A Comparison of Static Picture Prompting and Video Prompting Simulation Strategies Using Group Instructional Procedures

“…Concurrent instructional scheduling provides the student additional structured practice and opportunities to experience a wider range of stimuli managed in a controlled setting within the classroom, while also providing the student experience with naturally occurring antecedents, consequences, and criteria when in the community (Ford & Mirenda, 1984;Nietupski, Hamre-Nietupski, Clancy, & Veerhusen, 1986). Scheduling simulated instruction and community-based instruction (CBI) on the same day is effective and efficient for students acquiring, maintaining, and generalizing community skills (Branham et al, 1999;Collins, Stinson, & Land, 1993); functional/vocational skills (Cihak et al, 2004;Nietupski, Clancy, et al, 1985); and leisure skills (Hill, Wehman, & Horst, 1982). Bates, Cuvo, Miner, and Korbeck (2001) noted that substantial evidence supports concurrent programming and that "research is needed to examine various types of simulations in combination with community assessment and/or training opportunities for teaching functional living skills" (p. 114).…”

Implementing a Community-Based Educational Model for Moderately/Severely Handicapped Students: Common Problems and Suggested Solutions

“…These illustrations include community mobility, recreation/leisure, and vocational skills (Bates, Renzaglia, & Clees, 1980;Hill, Wehman, & Horst, 1982). These illustrations have demonstrated that "potential" is at least in part a function of the quality of educational experiences provided, rather than solely of presumed innate capacity.…”