Year: 1980
Type: article
Abstract: Six retarded adults were taught job application and interview skills including introducing oneself, filling out a standard job application form, answering questions, and asking questions. A combination of instructions, modeling, role playing, and positive and corrective feedback was used across a multiple baseline experimental design. After training, the clients' performance in each area improved substantially over baseline levels. In addition, the newly taught skills appeared to generalize to a different office, application form, and interviewer.
Authors: Christine Hall, Jan Sheldon‐Wildgen, James A. Sherman
Institution: University of Kansas
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W2013895949