Abstract
Interview skills deficits may limit employment prospects of mentally retarded adults. Although numerous papers highlight the importance of interview skills, few have validated effective strategies for use with mentally retarded persons. Further, there has been a lack of research contrasting rival interview skills training strategies. The present study was conducted with two mentally retarded young adults. It contrasted peer-directed instruction, in which both participants were equally deficient in the target skills, with teacher-directed instruction. Results of the investigation indicated that instruction, rehearsal, and feedback may be effective strategies regardless of who provides instruction. Comparisons of teacher-directed and peer-directed instruction indicated little or no difference in the effectiveness of the two procedures. However, the peer-directed procedure involved considerably less staff time than did the teacher-directed procedure.
Full text
PDF
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Greenwood C. R., Dinwiddie G., Terry B., Wade L., Stanley S. O., Thibadeau S., Delquadri J. C. Teacher- versus peer-mediated instruction: an ecobehavioral analysis of achievement outcomes. J Appl Behav Anal. 1984 Winter;17(4):521–538. doi: 10.1901/jaba.1984.17-521. [DOI] [PMC free article] [PubMed] [Google Scholar]
- Pigott H. E., Fantuzzo J. W., Clement P. W. The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. J Appl Behav Anal. 1986 Spring;19(1):93–98. doi: 10.1901/jaba.1986.19-93. [DOI] [PMC free article] [PubMed] [Google Scholar]