Comparison of three training procedures for teaching social responses to developmentally disabled adults

Abstract

Three developmentally disabled adults were taught three peer interactive responses--verbailization, recreation, and cooperation--by three training procedures: (a) modeling, (b) instruction and feedback, and (c) modeling, instructions, and feedback. All three training procedures increased all three responses, but the most effective procedure was modeling, instructions, and feedback. In the two modeling conditions, videotapes of nonretarded adults were used, demonstrating the feasibility of this method for teaching retarded persons.