Increasing Variety in Adult Life: A General-case ApproachAAMR, 1997 - 38 páginas This booklet discusses the importance to adolescents and adults with mental retardation of learning how to respond correctly to the many variations in home, work, and community activities in order to be successful in integrated settings. The difficulties individuals with mental retardation have in generalizing skills learned in one situation to a new situation are described, and step-by-step guidelines for implementing a general-case instruction process are provided. Steps include: (1) define the range, including the activities to be taught and the desired extent of generalization; (2) document the variation in relevant cues and how to respond to them; (3) select teaching and testing examples for generalization; (4) sequence the teaching examples so that differences among them are highlighted; (5) teach using the teaching examples and use instructional strategies such as prompting strategies, positive reinforcement, and error correction; and (6) test for generalization. The benefits of using general-case instruction are explained and strategies for organizing and simplifying are provided. A case example of an adult with mental retardation is provided to illustrates the use of general-case instruction. An appendix includes forms for use in conducting a general-case analysis. (Contains 28 references.) (CR). |
Termos e frases comuns
ability adults with mental Amount of traffic cars cash register cashier Check for traffic checkout complete the teaching corresponding testing examples crossing a street cues for implementing Cues Generic Responses Cues STEP Document the Variation error patterns examples most quickly general-case approach general-case instruction General-Case Matrix Form general-case programming Go to corner graph Greetings of Co-workers identify instructional strategies interaction items on counter James James masters James's instructors light or WALK Locate a safe Look mental retardation minimal number number of examples Number of lanes number of teaching One-way traffic performance range of situations register behind counter relevant cues safe to cross Select Teaching sequenced to best signal NO WALK skills small purchases STEP 3 STEP STEP 4 STEP street crossing Table task analysis taught Teaching and Testing Teaching Examples Question test probe tion traffic signal Two-way traffic Variation in Cues Variation in Responses vending machine verbal prompt