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Biomedical subjects

M Agran

Publications and source records attributed to M Agran.

5 recordsLinked to original sources
PubMed1992

Problem solving to prevent work injuries in supported employment.

A problem-solving strategy was used to teach three groups of 3 individuals in supported employment how to prevent work-related injuries. The problem-solving strategy was taught in two training phases. The first training phase involved the use of cue cards, and the second involved the withdrawal of the cue cards. Interviews and staged generalization assessments in the participants' natural work environments were conducted before, during, and up to 12 weeks after training. In these assessments, situations were presented that were either similar or dissimilar to situations presented in training. Results of both the interviews and staged assessments indicated that the participants' newly acquired problem-solving skills generalized to similar and dissimilar situations.

Cues↗
PubMed1992

Generalized effects of a peer-delivered first aid program for students with moderate intellectual disabilities.

Peers with mild intellectual disabilities taught first aid skills to 4 students with moderate intellectual disabilities. A multiple probe design across participants was used to examine the effects of the peer teaching program during an acquisition and a partial sequential withdrawal phase. Generalization assessments were conducted in the participants' homes using novel, randomized simulated injuries. Results suggested that the peer teaching program resulted in acquisition of first aid skills, and the participants' skills generalized to the home, to novel simulated-injury locations, and to new trainers. Additionally, a more detailed analysis of the generalized responding suggested that when given a choice among first aid materials, participants treated burns using large adhesive bandages rather than the materials used in training. Participants also successfully treated injuries when novel instructional cues were used. The findings are discussed with respect to training issues, generalization and maintenance of the acquired skills, and the use of peer tutors with disabilities.

Child↗
PubMed1991

Current transition assessment practices.

Although researchers have called for a movement away from prediction-related assessments to those which identify specific skill deficits, the extent to which professionals responsible for vocational assessment have shifted their focus is uncertain. The purpose of this investigation was to assess the frequency with which specified prediction-related and skill deficit-related vocational assessment procedures were administered by a sample of secondary-level teachers and employment training specialists. Additionally, the frequency with which these professionals used assessment data to aid in decision making was determined. The results revealed that teachers and employment training personnel used a variety of assessment procedures to make transition decisions. The implications of these findings are discussed.

Aptitude Tests↗
PubMed1991

Expectancy effects in social validation methodology: are there differential expectations for employees with mental retardation?

Although the social validation methodology has been found useful in identifying work skills associated with job success, it is uncertain as to whether respondents who have had experience working with persons with mental retardation respond differentially to surveys than individuals without previous experience. In the present study, the responses of respondents who had prior experience working with employees with mental retardation were compared to those of persons without such experience. Also, the effects of specified verbal referents in surveys were investigated. The findings revealed that prior experience did not appear to affect ratings; however, several differences were identified. The findings are discussed in respect to employment preparation programs.

Adult↗