Psychology Commons^™

Repeated Acquisition With The Developmentally Disabled, Jeannie Madsen

Masters Theses

Repeated-acquisition data were obtained from four developmentally disabled adults. The task was selecting the poker chip with the sticker on its underside in a sequence of sets of chips. When a sequence was mastered (four consecutive errorless runs) the subjects were given a new sequence to learn. Money was reinforcement for correct sequence completion. Total errors before mastery was the dependent variable.

In Phase 1 the subjects completed as many sequences as possible during each 15-minute session. Errors per sequence was a reasonably stable dependent variable within subjects, and between-subject differences were what would be expected on the basis of …

Utilizing Daily Repertoire Behavior To Facilitate The Acquisition Of Generalized Imitation In Profoundly Mentally Retarded Adults, Scott A. Kremser

Masters Theses

Two procedures were compared in teaching the skill of generalized imitation. One procedure incorporated some of the subject's daily behavior repertoire into the imitation training paradigm. Another similar procedure utilized non-repertoire responses during training. Two male profoundly mentally retarded adults were trained with each procedure. Overall, the acquisition of generalized imitation was facilitated by incorporating daily repertoire behaviors into the imitation training packages. Statistical analysis revealed a significant difference in levels of generalized imitation as a function of training condition. Results were variable across subjects however, and it is questionable whether the difference is clinically significant. Further and more refined …

Training Mildly Retarded Adults To Generate Effective Solutions To Daily Living Problems, Dennis Munk

Masters Theses

Two mildly mentally retarded adults, living in a semi-independent residential program received training in solving common social problems. The subjects were trained to perform five problem-solving component skills: (1) identifying the problem, (2) defining a goal, (3) evaluating a solution, (4) evaluating alternative solutions, and (5) selecting a best solution. The five component skills were trained in sequence, as a multiple-baseline across skill behaviors design. It was hypothesized that the training program would successfully improve the subjects' ability to perform the component skills when solving trained and unfamiliar problems. The unfamiliar problems were included to test generalization of skill. The …