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

Agran, Martin; Moore, Stephen C.

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Record Details - ED403697

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

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Title:	How To Teach Self-Instruction of Job Skills. Innovations: AAMR Research to Practice Series, Number 2.
Authors:	Agran, Martin; Moore, Stephen C.
Descriptors:	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
Source:	N/A
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Publisher:	American Association on Mental Retardation, 444 North Capitol Street, NW, Suite 846, Washington, DC 20001-1512 ($21.95; $19.95 members).
Publication Date:	1994-00-00
Pages:	51
Pub Types:	Guides - Non-Classroom
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)
Abstractor:	N/A
Reference Count:	N/A

Note:	N/A
Identifiers:	N/A
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	American Association on Mental Retardation, Washington, DC.
Sponsors:	Special Education Programs (ED/OSERS), Washington, DC.
ISBN:	ISBN-0-940898-34-9
ISSN:	ISSN-1072-4036
Audiences:	Practitioners
Languages:	English
Education Level:	Adult Basic Education

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