Training Blind Adolescents in Social Skills

Vincent B. Van Hasselt; Michel Hersen; A. E. Kazdin; J. Simon; Albert K. Mastantuono

Training Blind Adolescents in Social Skills

Vincent B. Van Hasselt
, Michel Hersen
, A. E. Kazdin
, J. Simon
, Albert K. Mastantuono

College of Psychology

Research output: Contribution to journal › Article › peer-review

23 Scopus citations

Abstract

<p> <h3> Abstract </h3></p><p> Training in social skills was given to 4 14–20 yr old blind, unassertive females (WISC-R IQs 73–86). Behaviors requiring modification were identified for each S by rating videotapes of role-played interactions. Training consisted of instructions, feedback, behavioral rehearsal, modeling, and manual guidance. Behaviors were treated sequentially and cumulatively in a multiple baseline format. The treatment was generally effective in that most behaviors selected for modification changed markedly. However, a follow-up after 4 wks indicated a decrease in some responses. "Booster" sessions were used to facilitate return to posttreatment levels. Follow-ups after 8 and 10 wks showed that this goal had been reached. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)</p>

Original language	American English
Journal	Journal of Visual Impairment and Blindness
Volume	77
State	Published - May 1 1983

Disciplines

Psychology

Cite this

@article{55530029d70f4788b76e05694b4840da,

title = "Training Blind Adolescents in Social Skills",

abstract = " Abstract Training in social skills was given to 4 14\–20 yr old blind, unassertive females (WISC-R IQs 73\–86). Behaviors requiring modification were identified for each S by rating videotapes of role-played interactions. Training consisted of instructions, feedback, behavioral rehearsal, modeling, and manual guidance. Behaviors were treated sequentially and cumulatively in a multiple baseline format. The treatment was generally effective in that most behaviors selected for modification changed markedly. However, a follow-up after 4 wks indicated a decrease in some responses. {"}Booster{"} sessions were used to facilitate return to posttreatment levels. Follow-ups after 8 and 10 wks showed that this goal had been reached. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)",

author = "\{Van Hasselt\}, \{Vincent B.\} and Michel Hersen and Kazdin, \{A. E.\} and J. Simon and Mastantuono, \{Albert K.\}",

year = "1983",

month = may,

day = "1",

language = "American English",

volume = "77",

journal = "Journal of Visual Impairment and Blindness",

issn = "0145-482X",

publisher = "AFB Press",

}

TY - JOUR

T1 - Training Blind Adolescents in Social Skills

AU - Van Hasselt, Vincent B.

AU - Hersen, Michel

AU - Kazdin, A. E.

AU - Simon, J.

AU - Mastantuono, Albert K.

PY - 1983/5/1

Y1 - 1983/5/1

N2 - Abstract Training in social skills was given to 4 14–20 yr old blind, unassertive females (WISC-R IQs 73–86). Behaviors requiring modification were identified for each S by rating videotapes of role-played interactions. Training consisted of instructions, feedback, behavioral rehearsal, modeling, and manual guidance. Behaviors were treated sequentially and cumulatively in a multiple baseline format. The treatment was generally effective in that most behaviors selected for modification changed markedly. However, a follow-up after 4 wks indicated a decrease in some responses. "Booster" sessions were used to facilitate return to posttreatment levels. Follow-ups after 8 and 10 wks showed that this goal had been reached. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

AB - Abstract Training in social skills was given to 4 14–20 yr old blind, unassertive females (WISC-R IQs 73–86). Behaviors requiring modification were identified for each S by rating videotapes of role-played interactions. Training consisted of instructions, feedback, behavioral rehearsal, modeling, and manual guidance. Behaviors were treated sequentially and cumulatively in a multiple baseline format. The treatment was generally effective in that most behaviors selected for modification changed markedly. However, a follow-up after 4 wks indicated a decrease in some responses. "Booster" sessions were used to facilitate return to posttreatment levels. Follow-ups after 8 and 10 wks showed that this goal had been reached. (18 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

UR - https://nsuworks.nova.edu/cps_facarticles/453

M3 - Article

SN - 0145-482X

VL - 77

JO - Journal of Visual Impairment and Blindness

JF - Journal of Visual Impairment and Blindness

ER -

Training Blind Adolescents in Social Skills

Abstract

Disciplines

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