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At least 19 recordsLinked to original sources
PubMed1992

Investigation and research on classification of productive skills (1)--Actual work and skills in the car manufacturing industry.

A survey was conducted at a site for production which is in the process of technological innovation to examine and clarify the trend in current productive skills. In August 1991, a questionnaire survey was given to skilled workers of a car manufacturing company. The number of valid responses was 1,215. The survey included 133 items in the following three areas: (1) nature of workers' productive skills, 40 items; (2) human functions and vocational ability necessary for the work, 60 items; and (3) working conditions, 33 items. The characteristics of the productive skills required in each division were compared and examined based on the final results of the survey. Clear characteristics were found which reflect the actual productive skills introduced into the factories and sections through technological innovation. The nature of the product manufactured at each factory and the actual skills which reflect the work done at the factories are clarified. The survey items used for this research have effectively clarified the characteristic of the productive skills.

Automobiles↗
PubMed1979

Relationships among spatial skills, communication skills, and field independence in deaf students.

The hypotheses that deaf students would be more field-dependent than hearing students and that their competence in communication skills would be positively related to field-independence were supported for a group of 77 male and 67 female deaf students. Step-wise multiple regression analyses of the data showed that for females spatial skills followed by communication skills were significant predictors of field-independence; for males spatial skills followed by the extent of hearing loss were significant predictors of field-independence. Sex differences found on tests of field-independence and spatial relations were consistent with those obtained from the hearing population. It was suggested that socialization experiences and competence in communication skills may influence development of field-independence in deaf students.

Adult↗
PubMed1978

Social skills training for the complex offender: employment seeking skills.

Compared 11 probationers with a history of psychiatric referral to a randomly selected group of unemployed persons from the State Unemployment Office in a number of job interview assessment situations. The probationers were rated as less skillful and also rated themselves as less likely to obtain employment than did the control Ss. After this pretest, the probationers were assigned to one of two treatment groups in which either monetary incentives for job interviews were provided or a skills training program was initiated. Posttest scores indicated that the skills program was most effective in changing behavioral and cognitive responses. These results generalized during the follow-up period; the skills training group obtained employment more frequently than did the incentive group. Implications for training critical skill deficits are discussed in terms of a response acquisition model.

Attitude↗
PubMed1978

Use of social-skills training in the treatment of extreme anxiety and deficient verbal skills in the job-interview setting.

A 30-year-old recent college graduate, exhibiting extreme anxiety and deficient verbal skills in job interviews, was treated with a social-skills training procedure that included instructions, modelling, behavior rehearsal, and videotape feedback. Three target behaviors--focused responses, over coping statements, and subject-generated questions--were presented using a multiple-baseline design. Galvanic skin-response activity was monitored during pre- and posttraining in vivo job interviews. In addition, independent judges unobstrusively rated the subject's social-communicative behaviors in his temporary worksetting before and after training. Training resulted in expected changes for all three target behaviors and a decrease in the rate of speech disturbances. Physiological data supported the subject's report that training enabled him to deal with his anxiety more effectively during job interviews. Training was found to generalize to novel interview questions and different interviewers. Furthermore, unobtrusive measures of eye contact, fluency of speech, appropriateness of verbal content, and composure supported the subject's report that training generalized to his daily social interactions on the job.

Adult↗
PubMed2025

Financial Literacy Skills Instruction Among Autistic Individuals: A Systematic Review.

PURPOSE: Financial literacy skills are crucial for an independent life in modern societies. However, it does not appear that researchers have examined financial literacy skills among autistic individuals. This manuscript uses a systematic review to identify existing research which examines financial literacy skill instruction for autistic individuals. METHOD: We used a systematic review strategy to identify approximately 9500 articles. These articles proceeded through abstract and full-text screening for relevance. RESULTS: We identified two studies which directly taught financial literacy skills, and ten more which taught more basic money skills (such as calculating change). Neither of the two studies which taught financial literacy skills did so as an exclusive focus; both taught these skills alongside other objectives, as part of a larger intervention. CONCLUSIONS: Research on financial literacy skill instruction among autistic individuals is lacking, though there is a foundation of research examining money skills and related life skills to build upon. We recommend additional research on financial literacy skill instruction, ideally designed with the unique skills and needs of autistic individuals in mind, and with their input.

Humans↗
PubMed1978

Actions and interactions with alcohol of drugs on psychomotor skills: comparison of diazepam and gamma-hydroxybutyric acid.

Effects of gamma-hydroxybutyric acid (GOBA) on psychomotor skills related to driving were studied in healthy student volunteers. The effects of oral GOBA 1.0 and 2.0 g, alone or in combination with 0.5 g/kg of ethyl alcohol, were compared in double-blind cross-over trials against oral diazepam 10 mg (D), alcohol 0.5 g/kg, and lactose placebo. Reactive and co-ordinative skills, attention, flicker fusion, proprioception, nystagmus, Maddox wing, and subjective estimations were included. The first single-dose trial with 12 volunteers revealed that neither GOBA 1.0 g nor D modified attention. D impaired reactive skills whilst co-ordinative skills remained largely uninfluenced by D or GOBA. Both D and GOBA impaired leg proprioception. Only D was experienced as a sedative drug. In the second trial with 12 volunteers, GOBA 1.0 g slightly increased reaction mistakes whereas GOBA 2.0 g next day did not. Either dose of GOBA was ineffective on co-ordinative skills, critical flicker fusion frequency, and proprioception. Alcohol alone (0.41 +/- 0.047 mg/ml) improved rather than impaired skills. GOBA 1.0 g + alcohol (0.36 +/- 0.027 mg/ml) impaired reactive skills more than GOBA 2.0 g did but no potentiation was seen. D impaired reactive and co-ordinative skills and flicker fusion. When D was given on two consecutive days, some tachyphylaxis to the D response was seen on co-ordinative skills but not on reactive skills or flicker fusion. It is concluded that in the recommended anxiolytic doses used GOBA neither deteriorates driving skills nor importantly increases the effects of low doses of alcohol.

Adult↗
PubMedDate not supplied

Teaching pedestrian skills to retarded persons: generalization from the classroom to the natural environment.

Little attention has been given to teaching adaptive community skills to retarded persons. In this study, five retarded male students were taught basic pedestrian skills in a classroom- Training was conducted on a model built to simulate city traffic conditions. Each subject was taught five specific skills involved in street crossing in sequence, viz. intersection recognition, pedestrian-light skills, traffic-light skills, and skills for two different stop-sign conditions. Before, during, and after training, subjects were tested on generalization probes on model and under actual city traffic conditions. Results of a multiple-baseline design acorss both subjects and behaviors indicated that after receiving classroom training on the skills, each subject exhibited appropriate pedestrian skills under city traffic conditions. In addition, training in some skills appeared to facilitate performance in skills not yet trained.

Activities of Daily Living↗
PubMed1979

Teaching interpersonal skills in family practice: results of a national survey.

The increasing recognition of the importance of a well-developed set of interpersonal skills to the competent family physician has resulted in a rapid growth in the formal teaching of interpersonal skills within family practice residencies. Of the 168 programs responding to a national survey of family practice residencies, 88 percent indicated that they have formal programs in interpersonal skills. It is estimated that there are well over 500 family practice faculty members who have special responsibilities in teaching interpersonal skills. While most programs address the component skills of the interpersonal process (eg, demonstrating empathy, information gathering, information giving, and psychological intervention), it is of concern that only about half offer explicit training in patient education (53 percent), specific types of counseling (eg, family counseling, 55 percent), or some of the specific interpersonal skills important in team practice and practice management (eg, supervisory skills). One of the most striking findings was that 88 percent of the reporting programs use videotechnology, with 77 percent of these planning to increase their use. Although most programs evaluate their interpersonal skills training using both indirect and direct assessment methods, only 25 percent attempt to use patient outcome as a measure of teaching effectiveness.

Educational Measurement↗
PubMed1978

Social skills training and cognitive restructuring with alcoholics.

Social skills training (SST) has been shown to produce significant increases in skills immediately after training. However, persistence of skills has not been demonstrated during the follow-up period. The present study investigated this issue using SST and cognitive restructuring (CR) methods. Twenty-four hospitalized "alcoholics" were allocated to one of the following three group: (i) SST, (ii) CR, and (iii) traditional supportive therapy (TST). Twelve 2-hour sessions were conducted with each group. Before, following, and three months after treatment (i) behaviour ratings through structured interview, (ii) nurses' ratings, (iii) self-reported ratings of social skills and (iv) alcohol intake were recorded. Analysis of variance indicated SST to be significantly superior on all measures compared to CR, which was superior to TST immediately after training. However, 3 months after treatment, the subjects in the CR group indicated greater skill increments than the SST group subjects who, in turn, showed greater improvement than subjects in the TST group. These results led to the conclusion that CR was more effective than SST and TST in producing long-term skill increments. The significance of these findings in providing support for the social learning model of alcohol dependence and cognitive restructuring theory of social skills modification is discussed.

Alcoholism↗
PubMed1992

Registered dietitians' teaching and adherence promotion skills during routine patient education.

Even following education sessions, dietary adherence among medical patients is generally poor. One contributor to this problem may be the quality of teaching and adherence promotion skills employed by Registered Dietitians, whose behavior during routine patient interactions was evaluated in this observational study. Thirty dietitians were videotaped with one of their patients. Twenty operationally defined skills were rated on a scale from 0 (skill absent) to 3 (excellent). Dietitians' interpersonal skills were good (mean = 2.1, S.D. = 0.35), but all other skills were performed significantly less well (mean scores less than 1.0). Adherence promotion skills were rarely observed. Dietitians need supplemental training to improve teaching and adherence promotion skills.

Adult↗
PubMed1975

Interviewing and counseling skills. Techniques for their evaluation.

Assessment of knowledge and cognitive skills has been traditionally included in examinations for certification and licensure of health professionals. Evaluation techniques for assessing complex cognitive and interpersonal skills, however, have not been as widely developed or incorporated in national examination programs. Specifically, the evaluation of interviewing and counseling skills has been complicated by difficulties in: (a) defining what consititutes skillful interviewing and counseling and in specifying criteria against which performance can be assessed; (b) developing evaluation procedures to permit accurate and reliable observations of these activities; (c) solving logistic problems of standardizing the content and format of these evaluation procedures; and (d) establishing standards for identifying individuals who have not yet achieved acceptable levels of proficiency. Progress has been made in defining the criteria for evaluating the interviewing and counseling skills of several categories of health professionals. Definitions can be developed to identify specific behaviors associated with acceptable and unacceptable skills in this area of professional competence. On the basis of these definitions, interaction analysis techniques have been developed for accurate and reliable recording of behavior as it occurs in an interviewing and counseling session. Moreover, the use of actors programmed to portray the roles of patients has enabled the standardization of this evaluation procedure so that examinees can be assessed on the basis of equivalent testing conditions. A number of research studies are under way to determine whether paper-and-pencil, as well as audiovisual, simulations can be substituted for evaluation in a live, interactive setting. However, little has yet been done to identify appropriate procedures for establishing standards of proficiency. Perhaps such efforts will be more feasible when appropriate evaluation techniques are more fully developed. Of relevance in determining whether the evaluation of counseling and interviewing skills is pertinent to dietetics are questions such as: How frequently do dietitians interact with patients? In what settings and for what purposes do these interactions take place? What impact do dietitian-patient interactions have on the quality of the health care provided?

Counseling↗
PubMed1978

Leisure skill programming for severely and profoundly handicapped persons: state of the art.

The purpose of this paper was to (1) review the current research available in leisure skill programming for severely and profoundly handicapped persons; (2) summarize the gaps in knowledge and point to new programming directions in recreation skill development; and (3) outline leisure skill competencies which teacher trainees must develop. In reviewing the leisure skill studies which have been conducted over the past seven years, a descriptive analysis of subject characteristics, teaching procedures, response measures, and generalization/maintenance strategies in each study was provided. The principle areas which were then identified for future programming included recreational skill sequences, self-initiated free play and toy preference evaluation. A statement of 15 recreation programming competencies was devised as a set of guidelines for preparing teacher trainees in leisure skill programming.

Adolescent↗
PubMed1977

A study of cognitive and technical skill deterioration among trained paramedics.

Thirty trained paramedics were studied to measure cognitive and technical skill deterioration 6 to 30 months after completion of their individual training programs. The group of 30 paramedics included those with six months and those with one year of training. The purpose of the study was to identify areas in need of continuing education and to see if the rate of skill deterioration correlated with the time from completion of the training program. The trained paramedics were given the same final written and technical skill examination they had taken at the end of their training and the individuals' two scores were compared. The skills requiring the most technical knowledge deteriorated the fastest. Also, basic skills, despite frequent use in the field, had deteriorated. The amount of skill deterioration was greatest among the group of trained paramedics that had completed their training 30 months prior to this study.

Allied Health Personnel↗
PubMed1979

A model for communication skills development for family practice residents.

The purpose of this paper is twofold: (1) to demonstrate the need for including interpersonal communication skills training in family practice residency programs, and (2) to present a communication model that can be used for such training. Interpersonal communication skills are important in almost all areas of contact with patients: history taking, physical examination, prescription writing and patient education, counseling, and psychotherapy. Presentation of the communication model includes definition of the interpersonal communication skills that would be stressed in family practice residency programs. These skills include empathy, respect, warmth, concreteness, genuineness, self-disclosure, confrontation, immediacy, and behavior modification. Examples of how a family physician may communicate each of these skills are also included. The implementation of the communication model in a department of family practice for training residents and faculty in the use of these communication skills is also described.

Communication↗