TY - JOUR
T1 - Comparison of two methods of teaching word-processing skills to persons with mental retardation
AU - Lifshitz, Hefziba
PY - 1999/3
Y1 - 1999/3
N2 - This study compares the effectiveness of two intervention approaches, task analysis and cognitive strategy, for imparting the first stages of word-processing skills to adults with mental retardation. The subjects were 25 persons with mild and moderate mental retardation, in three age-groups: young adults (ages 20-29), adults (ages 30-39) and elderly adults (ages 40+). Basic text-typing and paragraph transfer were taught. Fifteen participants were taught through task analysis and 10 through cognitive, instruction. Results show that, with both methods, skills were acquired; however, for some tasks, the cognitive approach was preferred.
AB - This study compares the effectiveness of two intervention approaches, task analysis and cognitive strategy, for imparting the first stages of word-processing skills to adults with mental retardation. The subjects were 25 persons with mild and moderate mental retardation, in three age-groups: young adults (ages 20-29), adults (ages 30-39) and elderly adults (ages 40+). Basic text-typing and paragraph transfer were taught. Fifteen participants were taught through task analysis and 10 through cognitive, instruction. Results show that, with both methods, skills were acquired; however, for some tasks, the cognitive approach was preferred.
UR - http://www.scopus.com/inward/record.url?scp=0040289972&partnerID=8YFLogxK
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AN - SCOPUS:0040289972
SN - 1079-3917
VL - 34
SP - 90
EP - 98
JO - Education and Training in Mental Retardation and Developmental Disabilities
JF - Education and Training in Mental Retardation and Developmental Disabilities
IS - 1
ER -