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Biomedical subjects

R T Walls

Publications and source records attributed to R T Walls.

At least 19 recordsLinked to original sources
PubMed1989

Expert systems for human service programs.

Although computer programs called "expert systems" do not necessarily emulate the heuristics and logic used by human experts, they can consistently produce useful, better-than-average recommendations. Backward and forward reasoning chains have applicability to human service problems in social work, education, and vocational rehabilitation. There is increasing evidence that useful expert systems that do not require exotic languages and machines will soon begin inroads toward their staggering potential for "helping people" in human services make better decisions in matters of eligibility determination, casework quality control, written service plans for clients or students, job placement, service acquisition, policy interpretation, and other concerns.

Decision Making, Computer-Assisted↗
PubMed1984

Placement of prompts, length of task, and level of retardation in learning complex assembly tasks.

Vocational rehabilitation clients were divided into two retardation groups (mildly and moderately mentally retarded). Each subject was taught four different assembly tasks (lawn mower engine, bicycle brake, carburetor, and drill), each utilizing one of four different teaching methods (short task--preresponse prompting, long task--preresponse prompting, short task--error-correction prompting, and long task--error-correction prompting). Modeling of correct selection and placement of parts was used either before the subject's response or after an error had been made. Preresponse prompts yielded fewer errors than did error-correction prompts in training trials. Training by error-correction, however, was better than preresponse prompting for producing fewer errors on test (probe) trials for the moderately retarded subjects. Mildly retarded subjects performed equally well in both prompting conditions on test trials. Prompting conditions and level of retardation did not interact with length of the tasks. Results were discussed in terms of modification of the three-term contingency and covert-stimulus comparison.

Adolescent↗
PubMed1984

Degrees of specificity in task analysis.

The effects of training identical tasks using three different degrees of task-analysis specificity (long, 28 steps; medium, 14 steps; and short, 7 steps) were assessed. Mildly, moderately, and severely mentally retarded vocational rehabilitation clients were taught to assemble three apparatuses (lawn mower engine, electric drill, carburetor) in a counterbalanced design. The short task analysis resulted in most errors in training, but training time did not differ. A Level of Retardation X Treatment interaction indicated that although all subjects made more errors during training with the short task analysis, severely retarded subjects made the most errors in that condition.

Adult↗
PubMed1984

Effects of preference, prompt, and task agreement on the discrimination learning of mentally retarded adults.

Twenty-seven mentally retarded employees of a sheltered workshop were trained on five discrimination tasks (wires, hardware, moldings, capacitors, and fasteners) using five combination of preference, prompt, and task agreement: all agree, preference different, prompt different, tasks different, and all different. The data revealed that when the learners were prompted in the dimension of the target discrimination (a) fewer errors were made, (b) training time was reduced, and (c) fewer training trials were required to reach criterion. Preference for a particular dimension (color, shape, or size, as measured by a screening test) did not significantly affect performance on the discrimination tasks. Findings were discussed in terms of the functions of prompts as feedback, reinforcement, and symbolic parts of a compound stimulus.

Adult↗
PubMed1984

Stimulus functions in response chaining.

Behavior analysts have conceptualized chaining from two different positions: Position 1 (responses function as discriminative stimuli for subsequent responses) and Position 2 (responses produce stimuli that function as discriminative stimuli for subsequent responses). Twenty-four mentally retarded adults learned a chain of circuit board assembly responses consisting of placing resistors in the board and pressing switches. Lights came on after switch responses. After learning the chain, each subject was exposed to three experimental conditions (counterbalanced): (a) altered stimulus location, (b) altered stimulus sequence, and (c) missing stimulus. Although a clear test of Position 1 was not made, some support for Position 2 was obtained. Alternate interpretations were discussed.

Adolescent↗
PubMed1983

Fading on the S+, the S-, both, or neither.

Mentally retarded adults were presented with size and number discriminations using four stimulus conditions. In Condition 1, the S+ circles faded from large (Size 10) to smaller (Size 6) while the S- circles remained at Size 5 and number of circles varied randomly. In Condition 2, the S- squares faded in number from 1 to 5 while the S+ squares remained at Number 6, and size varied randomly. In Condition 3, simultaneous fading of the S+ and S- triangles occurred on size for 6 subjects and on number for the other 6. In Condition 4, fading did not occur on the S+ or S- hexagons. Each of the fading procedures (Conditions 1, 2, and 3) produced fewer errors on all 80 trials than did the no-fading control condition but did not differ significantly among themselves. These same results generally occurred for fading and test trials. Although fading has been used successfully to teach a variety of skills, systematic analyses of fading procedures clearly delineating component stimulus operations have been neglected.

Adolescent↗
PubMed1982

Moments of transfer of stimulus control in practical assembly tasks by mentally retarded adults.

Twenty vocational rehabilitation clients, divided into two aptitude groups, were trained to assemble three different 10-part apparatuses (lawn mower engine, electric drill, and bicycle brake) using three progressive prompt delay intervals (1, 3, and 5 seconds). The experimenter modeled selection and placement of each part on Trial 1 (0-second delay). On Trial 2, the modeling prompt was delayed 1, 3, or 5 seconds. On subsequent trials, a correct response increased the delay interval while an incorrect response shortened the delay interval. The 1-second delay condition produced fewest errors, most trials with no errors, and earliest acquisition. The patterns of the "moments of transfer" (shift from prompt dependent to independent responding) were similar for the high- and low-aptitude groups.

Adolescent↗
PubMed1981

Operations training in vocational skills.

Whether operations training reduces time and errors in the acquisition of specific vocational tasks was investigated. An operation is a particular response class that occurs in the presence of a consistent stimulus. Subjects were mentally retarded vocational-rehabilitation clients in a sheltered workshop. Each subject was trained in either mechanical operations (ABC) or wood operations (DEF) and subsequently trained in two tasks involving ABC and two tasks involving DEF operations. Significant time and error savings occurred in task training when subjects had previously been trained on the generic operations involved in those tasks. Results suggest that component operations to facilitate lateral and vertical transfer to a variety of more specific job skills should be taught in vocational-training programs.

Adult↗
PubMed1980

Trainers' personal methods compared to two structured training strategies.

Training methods naturally employed by trainers were analyzed and compared to systematic structured training procedures. Trainers first taught using their own (personal) method, which was recorded in terms of types of prompts given, timing of prompts, consequences, and type of task sequencing. Trainers were then required to teach by using either a structured whole method or backward chaining. Trainers used more preresponse prompts than error-correction prompts and more praise than reprimands in their personal methods. Fewest errors and lowest error rates were associated with the backward chaining method and preresponse prompts. Most errors and highest error rates were associated with the structured whole method and postresponse (error-correction) prompts. Consequences did not yield systematic variation in time to criterion.

Achievement↗
PubMed1979

Disability benefits as disincentives to rehabilitation.

The relations among physical disability, governmental and voluntary benefit programs, and rehabilitation outcome are more complex than has generally been assumed. Factors of motivation and functional capacity are not adequately accommodated by current methods and level of benefit provision. Preliminary investigation shows that programs may, in fact, deter some of the disabled from return to work. Proposed congressional legislation does not appear to likely to resolve conflicting goals and expectations of the labor market, the disabled, and the taxpayer.

Adult↗
PubMed1976

Time and money for vocational rehabilitation of clients with mild, moderate, and severe mental retardation.

Mildly, moderately, and severely mentally retarded vocational rehabilitation clients comprised a random national sample of 600 clients. One-half of the sample had been closed (services completed) "rehabilitated", and half had been closed "nonrehabilitated." Variables selected for analyses were time in referral, training, and rehabilitation process; dollars in evaluation, facilities, all services, and earnings. Rehabilitated clients tended to require more time in referral, less moneys for extended evaluation and rehabilitation facilities, and earned more per week than the nonrehabilitated clients. Severely mentally retarded clients required more time in training and higher costs for extended evaluation, rehabilitation facilities, and all services than the moderately or mildly retarded groups. A consistent interaction across five variables indicated that the greatest amounts of service in time and money went to the nonrehabilitated severely retarded group.

Cost-Benefit Analysis↗