Social skills training of retarded students: the effectiveness of various feedback procedures
| dc.creator | Irons, Thomas R. | |
| dc.date.accessioned | 2016-11-14T23:20:32Z | |
| dc.date.available | 2011-02-18T21:17:10Z | |
| dc.date.available | 2016-11-14T23:20:32Z | |
| dc.date.issued | 1980-05 | |
| dc.degree.department | Education | en_US |
| dc.description.abstract | The purpose of this study was to investigate the effectiveness of different feedback procedures used in training mentally retarded persons. A filmed model task analysis presentation was utilized. The specific social skill investigated was that of introducing oneself to an unfamiliar person. The feedback procedures investigated were silence, social approval, and non-specific. This type of investigation should have value for researchers, educators, and practitioners in designing and implementing social skills training programs since it would provide data concerning essential components of training. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | http://hdl.handle.net/2346/15860 | en_US |
| dc.language.iso | eng | |
| dc.publisher | Texas Tech University | en_US |
| dc.rights.availability | Unrestricted. | |
| dc.subject | Children with mental disabilities | en_US |
| dc.subject | Feedback (Psychology) | en_US |
| dc.title | Social skills training of retarded students: the effectiveness of various feedback procedures | |
| dc.type | Dissertation |