{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/20154"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/20154","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The use of self-instruction with multiple exemplars to teach generalized problem-solving to individuals with severe mental retardation","abstract":"The purpose of this investigation, was to determine if individuals with severe mental retardation could learn to use self-instruction in combination with multiple exemplars to produce a generalized problem-solving response. Specifically, four residents of a group home who had severe mental retardation were taught to use the problem-solving strategy to solve task-related problems. The combined strategy resulted in generalization to untrained problems, as well as response maintenance of the problem-solving strategy (i.e., responding to multiple exemplars and self-instructing). The use of the strategy is discussed in terms of promoting generalized responding, response maintenance, and independent performance among individuals with severe mental retardation.","abstract_html":"The purpose of this investigation, was to determine if individuals with severe mental retardation could learn to use self-instruction in combination with multiple exemplars to produce a generalized problem-solving response. Specifically, four residents of a group home who had severe mental retardation were taught to use the problem-solving strategy to solve task-related problems. The combined strategy resulted in generalization to untrained problems, as well as response maintenance of the problem-solving strategy (i.e., responding to multiple exemplars and self-instructing). 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