{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20111"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20111","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A comparative analysis of directions, responses, and consequences involving persons with mental retardation in employment sites and vocational training programs","abstract":"The primary focus of the transition initiative has been the attainment of employment outcomes for youths with disabilities. The expectation is that with the proper vocational training individuals with mental retardation can develop the survival skills necessary for competitive employment. The literature identifies compliance, or direction-following, as an essential social-vocational survival skill; yet, there is little empirical information on exactly what compliance responses to train and how to design the training environment.","abstract_html":"The primary focus of the transition initiative has been the attainment of employment outcomes for youths with disabilities. The expectation is that with the proper vocational training individuals with mental retardation can develop the survival skills necessary for competitive employment. The literature identifies compliance, or direction-following, as an essential social-vocational survival skill; yet, there is little empirical information on exactly what compliance responses to train and how to design the training environment.","abstract_has_math":false,"creators":["Gonzalez, Patricia Ann"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Chadsey-Rusch, Janis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:29:08Z","date_published":"2011-05-07T12:29:08Z","updated_at":"2026-07-22T22:25:15Z","subjects":["Education, Special","Education, Vocational"],"languages":["eng"],"rights":["Copyright 1989 Gonzalez, Patricia Ann"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010867","(UMI)AAI9010867"],"render_values":[{"text":"AAI9010867","href":null,"code":true},{"text":"(UMI)AAI9010867","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/20111","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Chadsey-Rusch, Janis"]},{"key":"dc:creator","label":"Author","values":["Gonzalez, Patricia Ann"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:29:08Z","10000-01-01","1989"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Special","Education, Vocational"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1989 Gonzalez, Patricia Ann"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9010867","(UMI)AAI9010867","http://hdl.handle.net/2142/20111"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The primary focus of the transition initiative has been the attainment of employment outcomes for youths with disabilities. The expectation is that with the proper vocational training individuals with mental retardation can develop the survival skills necessary for competitive employment. The literature identifies compliance, or direction-following, as an essential social-vocational survival skill; yet, there is little empirical information on exactly what compliance responses to train and how to design the training environment.","This study compared the parameters of direction-relevant stimuli (i.e., directness, complexity), types of responses, and consequences occurring in competitive work sites with those in community vocational training sites. To accomplish this, direction sequences initiated by co-workers to a group of eight successfully employed individuals with mental retardation were examined with respect to various patterns of command, response, and consequence variables. These data were then compared to the sequences initiated by school personnel to a group of eight special education students involved in community-based vocational training. A total of 13 dependent variables representing types of directions, responses, and consequences were analyzed as two-event (e.g., command-response) and three-event sequences.","The results indicated that the majority of directions in either setting were direct/noncomplex in nature. In addition, most of the directions issued to students were direct, including both the complex and noncomplex variables. In contrast, there was a much larger proportion of indirect commands found in the employment setting. This between-group difference was confirmed in analyses using the chi-square statistic. The types of responses to directions found in both groups were proportionately similar. Motor compliance was the most frequent response, followed by positive acknowledgement and no response. Instances of no response were linked with complex commands in both settings. Negative acknowledgements were found to occur only in the student group. Finally, there were rarely any consequences contingent upon subject responses, particularly in the employment setting. In the training setting praise was found to follow motor compliance, while criticism was linked to no response by students. The implications of these results for the design of compliance training programs were discussed.","Made available in DSpace on 2011-05-07T12:29:08Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010867.pdf: 7282183 bytes, checksum: f64f93cba9c508b766a5c294abff93e9 (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:41:38Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:18:02-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["A comparative analysis of directions, responses, and consequences involving persons with mental retardation in employment sites and vocational training programs"]}]}],"canonical_facts":{"dc:contributor":["Chadsey-Rusch, Janis"],"dc:creator":["Gonzalez, Patricia Ann"],"dc:date":["2011-05-07T12:29:08Z","10000-01-01","1989"],"dc:description":["The primary focus of the transition initiative has been the attainment of employment outcomes for youths with disabilities. The expectation is that with the proper vocational training individuals with mental retardation can develop the survival skills necessary for competitive employment. The literature identifies compliance, or direction-following, as an essential social-vocational survival skill; yet, there is little empirical information on exactly what compliance responses to train and how to design the training environment.","This study compared the parameters of direction-relevant stimuli (i.e., directness, complexity), types of responses, and consequences occurring in competitive work sites with those in community vocational training sites. To accomplish this, direction sequences initiated by co-workers to a group of eight successfully employed individuals with mental retardation were examined with respect to various patterns of command, response, and consequence variables. These data were then compared to the sequences initiated by school personnel to a group of eight special education students involved in community-based vocational training. A total of 13 dependent variables representing types of directions, responses, and consequences were analyzed as two-event (e.g., command-response) and three-event sequences.","The results indicated that the majority of directions in either setting were direct/noncomplex in nature. In addition, most of the directions issued to students were direct, including both the complex and noncomplex variables. In contrast, there was a much larger proportion of indirect commands found in the employment setting. This between-group difference was confirmed in analyses using the chi-square statistic. The types of responses to directions found in both groups were proportionately similar. Motor compliance was the most frequent response, followed by positive acknowledgement and no response. Instances of no response were linked with complex commands in both settings. Negative acknowledgements were found to occur only in the student group. Finally, there were rarely any consequences contingent upon subject responses, particularly in the employment setting. In the training setting praise was found to follow motor compliance, while criticism was linked to no response by students. The implications of these results for the design of compliance training programs were discussed.","Made available in DSpace on 2011-05-07T12:29:08Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9010867.pdf: 7282183 bytes, checksum: f64f93cba9c508b766a5c294abff93e9 (MD5) Previous issue date: 1989","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:41:38Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:18:02-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9010867","(UMI)AAI9010867","http://hdl.handle.net/2142/20111"],"dc:language":["eng"],"dc:rights":["Copyright 1989 Gonzalez, Patricia Ann"],"dc:subject":["Education, Special","Education, Vocational"],"dc:title":["A comparative analysis of directions, responses, and consequences involving persons with mental retardation in employment sites and vocational training programs"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:15Z"}