The independent use of self-instructions for the acquisition of untrained multi-step tasks for individuals with an intellectual disability: A review of the literature. (May 2015)

• Record Type: Journal Article
• Authors: Smith, Katie A.; Shepley, Sally B.; Alexander, Jennifer L.; Ayres, Kevin M.
• Is Part Of: Research in developmental disabilities. Volume 40(2015:May)
• Page Start: 19
• Page End: 30
• Publication Date: 2015-05
• Subjects: Intellectual disability -- Self-instruction -- Self-prompting -- Student-directed -- Self-directed; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2015.01.010
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: Synthesized 30 years of research on generalized self-instruction of chained tasks. 56% of included participants independently generalized self-instructional materials. Generalized self-instruction creates opportunities to learn without instructors. Future research should assess generalization across a variety of tasks and settings. Abstract: Systematic instruction on multi-step tasks (e.g., cooking, vocational skills, personal hygiene) is common for individuals with an intellectual disability. Unfortunately, when individuals with disabilities turn 22-years-old, they no longer receive services in the public school system in most states and systematic instruction often ends (Bouck, 2012 ). Rather than focusing instructional time on teacher-delivered training on the acquisition of specific multi-step tasks, teaching individuals with disabilities a pivotal skill, such as using self-instructional strategies, may be a more meaningful use of time. By learning self-instruction strategies that focus on generalization, individuals with disabilities can continue acquiring novel multi-step tasks in post-secondary settings and remediate skills that are lost over time. This review synthesizes the past 30 years of research related to generalized self-instruction to learn multi-step tasks, provides information about the types of self-instructional materials used, the ways in which participants received training to use them, and concludes with implications for practitioners and recommendations for future research.