USING A PROBLEM-SOLVING STRATEGY TO TEACH ADAPTABILITY SKILLS TO INDIVIDUALS WITH MENTAL-RETARDATION

A problem-solving strategy was used to teach adaptability skills to three individuals with mental retardation. These skills were derived from the adaptability instructional model developed by Mithaug, Martin, and Agran (1987). The skills were divided into three areas: social, work, and personal. The problem-solving strategy was taught in two training phases. The first training phase involved the use of a cue card that listed these components: When will the problem be solved?; Who would you talk to?; Where would you talk to (name)?; and What would you say? The second phase involved the withdrawal of the cue card. The effects of training were evaluated using a multiple baseline design across the three participants. Results indicated that all participants used the targeted problem-solving strategy when responding to problem situations across the three job success skill areas. In addition, generalization assessments were conducted before, during, and up to 8 weeks after training. In these assessments, situations were presented that were either similar or dissimilar to situations presented in training. Results of the generalization assessments indicated that the participants' newly acquired problem-solving skills generalized to similar and dissimilar situations. Further, problem-solving skills maintained above baseline levels for 8 weeks after the withdrawal of all training components.