How To Teach Self-Instruction of Job Skills. Innovations: AAMR Research to Practice Series, Number 2.

Autor/inn/en	Agran, Martin; Moore, Stephen C.
Institution	American Association on Mental Retardation, Washington, DC.
Titel	How To Teach Self-Instruction of Job Skills. Innovations: AAMR Research to Practice Series, Number 2.
Quelle	(1994), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1072-4036
ISBN	0-940898-34-9
Schlagwörter	Leitfaden; Adult Basic Education; Group Instruction; Individual Instruction; Job Skills; Job Training; Mental Retardation; Peer Teaching; Problem Solving; Self Evaluation (Individuals); Self Management; Skill Development; Supported Employment; Task Analysis; Training Methods + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Gruppenunterricht; Individuelles Lernen; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Geistige Behinderung; Peer group teaching; Peer Group Teaching; Problemlösen; Selbstmanagement; Kompetenzentwicklung; Qualifikationsentwicklung; Arbeitsförderungsmaßnahme; Aufgabenanalyse; Didaktik; Trainingsmaßnahme
Abstract	Individuals with significant disabilities who have been trained to enter independent employment often depend too much on their job coaches. This guide describes strategies to enhance the problem-solving skills of learners with mental retardation by teaching them to use self-instruction or self-directed verbal commands. It details procedures for teaching self-instruction and provides sample scripts for common tasks. An introductory chapter discusses the value of self-instruction and identifies principles on which the recommended strategies are based. Chapter 2 describes the basic self-instructional training package, which includes: (1) a task analysis of the skill to be taught; (2) training sequences of self-instruction, verbal instructions, modeling, behavioral rehearsal, corrective feedback, and praise; and (3) procedures to monitor performance. Chapter 3 describes modifications of the basic package to include booster training, verbal labeling, and/or a combination of self-instructional training and one or more self-management strategies. Chapter 4 addresses principles of teaching self-instructional techniques in groups, and chapter 5 considers peer-delivered self-instructional training. The final chapter stresses the use of self-instruction to help students with mental retardation acquire, maintain, and generalize work behaviors. Sample training scripts are appended. (Contains 19 references.) (DB)
Anmerkungen	American Association on Mental Retardation, 444 North Capitol Street, NW, Suite 846, Washington, DC 20001-1512 ($21.95; $19.95 members).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01