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Biomedical subjects

M Agran

Publications and source records attributed to M Agran.

14 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↗
PubMed1988

Research in mental retardation: underreporting of medication information.

Estimates of psychoactive drug use among persons residing in community and institutional settings suggest high prevalence rates. Psychoactive drug use has been associated with impairments in adaptive functioning. As a result, drug-induced effects may represent potential confounds that need to be considered when evaluating treatment outcomes. Consequently, information about drug regimens should be reported in empirical investigations. In this investigation, a review of six applied research and special education journals over an 11-year period was conducted to determine the extent to which information about drug regimens of participants was provided. It was determined that only slightly more than 3% of the articles reported information about subject medication usage and only 1.5% reported information relating to the use of medications as independent variables. The results are discussed in terms of their implications for recommending that providing information about drug regimens should become standard practice when describing subjects.

Child↗
PubMed1986

Behaviors that contribute to entry-level employment. A profile of five jobs.

Research has identified many behaviors that appear to be related to the employment success of mentally retarded workers. In this study, competitive employment supervisors who were drawn from five entry-level occupations judged the importance and frequency of 23 work-related behaviors. Differences were found between the jobs in the relative importance and frequency of some behaviors. Moreover, there was a set of important core skills that was found to be generally applicable across entry-level jobs. The data are discussed in terms of their relevance for developing employment preparation curricula for entry-level workers.

Efficiency↗
PubMed1985

Competitive employment: teaching mentally retarded employees self-instructional strategies.

The purpose of this study was to teach two mentally retarded employees to perform tasks associated with their jobs. Typically, they served meals during lunch and dinner hours; however, they failed to wipe counters, and check and restock supplies. A self-instructional package, similar to the package introduced by Bornstein and Quevillon (1976), was incorporated to improve their performance in these areas. A multiple-baseline design was utilized in which training was sequentially introduced across subjects. The subjects were taught to ask questions about which tasks needed to be completed, answer their questions, and guide their performance in the task by self-instructing. The self-instructional strategies were introduced just prior to lunch and dinner (30-min period) and during the first 30 min of the lunch and dinner service periods, respectively. During training, both subjects demonstrated that they were capable of rehearsing each of the self-instructional strategies in a specific sequence. Following training, both subjects performed at least one of the three tasks (i.e., wiping counters, checking supplies, restocking supplies) during 84 and 88% of the observed work periods. Additionally, the results of the intervention indicated that both subjects spent more time working and met or exceeded nonprobationary, nonhandicapped coworkers' production standards (social validation measure). The results of this study are compared with those reported by others. Future areas of research are indicated.

Adult↗
PubMed1985

Psychotropic and anticonvulsant drug use by mentally retarded adults across community residential and vocational placements.

The prevalence of psychotropic and anticonvulsant drug use across a comprehensive continuum of community programs for mentally retarded adults was examined. Psychotropic and/or anticonvulsant drugs were administered to 48% of the sample. The hypnotic, antidepressant, antimanic, and anxiolytic medications were used by 6%-12%, the anticonvulsants by 48%, and the neuroleptics by 66% of those who were prescribed psychotropic drugs. Mildly mentally retarded persons used more neuroleptic, manic, and antidepressant medication. Severely and profoundly mentally retarded individuals used more anxiolytics and hypnotic drugs. Psychotropic and anticonvulsant drug intake varied little by sex. However, an institutional history was associated with higher levels of drug use. Seventy percent of those with an institutional history were prescribed drugs; in comparison, only 27% of those without such a history used medication. The percentage of individuals who used psychotropic and anticonvulsant drugs increased dramatically as both the vocational and residential placements became more restrictive. Possible toxic behavioral effects of psychotropic and anticonvulsant medication upon habilitative efforts were discussed. Future research issues were suggested.

Adolescent↗
PubMed1984

Competitive employment: assessing employee reactivity to naturalistic observation.

This study assessed the work behavior of five mentally retarded dishwashers. An ABCBC design was utilized with special educators initially observing the dishwashers (Overt measures). During the B phases these educators observed the same dishwashers' work behavior while a second group of observers, posing as kitchen laborers (coworkers), assessed work behavior, during other periods of the day (Overt or Covert). Finally, during C phases, special educators and coworkers recorded dishwashers working at the same time (Overt and Covert). Results indicated dishwashers worked more when educators observed them. Dishwashers spent less time working when these educators were absent. During the "Overt and Covert" observation phases (Phase C), where covert measures were taken in addition to overt measures (i.e., at the same time and on the same person), covert measures covaried with educators' measures of work performance. These results are discussed with suggestions to initiate a program of research to investigate the use of coworkers in the administration of behavior change methods, in work settings.

Adult↗
PubMedDate not supplied

Teaching students to self-regulate their behavior: the differential effects of student-vs. teacher-delivered reinforcement.

The effects of selected student-directed learning strategies on the classroom behavior of six students with varying disabilities in general education were examined using a multiple baseline design across groups. Target behaviors included academic, study, and social skills. Results indicated increases in student target performance for all participants, however, differential effects were observed across groups and reinforcement conditions (student-vs. teacher-delivered). Additionally, anecdotal reports obtained from the cooperating teacher and students supported the study's findings. The implications of these findings are discussed.

Adolescent↗