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ERIC Number: ED273061
Record Type: RIE
Publication Date: 1985
Pages: 40
Abstractor: N/A
Reference Count: 0
An Investigation of Four Instructional Methods for Teaching Social Skills to Mentally Retarded Secondary Students. Final Report.
Oregon Univ., Eugene. Rehabilitation Research and Training Center in Mental Retardation.
The relative effectiveness of four instructional methods for increasing the interpersonal vocational skills of 122 mildly retarded high school students was investigated. Curriculum packages featured (1) verbal presentation of problematic social situations, (2) verbal presentation coupled with behavior rehearsal, (3) videotape vignettes of problem situations coupled with teacher led discussions and (4) teacher modeling, videotape presentations of problems coupled with behavior rehearsal. Analysis of pre- and post-measures on the Test of Interpersonal Competence for Employment revealed that all methods were effective in increasing student knowledge of the content and that the combination of videotape modeling and problem solving was most effective while the combination of teacher guidance modeling and behavior rehearsal was not successful. The time spent in teaching a lesson was not positively related to student knowledge gain; in fact, the most effective instructional method required the least class time. Appended are the Scale of Interpersonal Competence for Employment developed by Gilbert Foss, a teacher lesson evaluation form and a teacher satisfaction form. (CL)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Oregon Univ., Eugene. Rehabilitation Research and Training Center in Mental Retardation.