The Use of Verbal Self‐instruction Training (VSIT) to Enhance Learning in the Mentally Retarded: a study of techniques for improving acquisition, maintenance and generalisation outcomes

Abstract

Abstract Verbal self‐instruction training (VSIT) was seen as one possible solution to the problem of obtaining more efficient procedures for the teaching of the retarded. Thus, VSIT was compared to the more commonly used modelling and imitation (MODIM) procedures with a moderately‐severely mentally retarded sample of 48 adult men from an institution in a rural setting. Feedback regarding performance was also added to these conditions to investigate its effect on generalisation outcomes, thus giving four training packages: VSIT; VSIT with feedback MODIM; and MODIM with feedback.

Six independent living tasks were trained (two sandwich making, two vacuuming and two collating): three being used for initial training and three as related or ‘near generalisation’ tasks.

The four instructional packages were investigated in order to ascertain their relative efficiency in terms of (trainer) effort required to train to criterion on the six tasks and the achievement of generalisation and maintenance outcomes.

It was found that VSIT was an efficient alternative to MODIM for enhancing acquisition on five out of the six trained tasks (the exception being initial acquisition of the sandwich making task). Moreover, as indicated by reduction in training effort required for the generalisation tasks, the VSIT groups achieved greater savings on the sandwich making and vacuuming tasks. VSIT was also found to generate significantly better short and long‐term maintenance of skills on all three initial training tasks.

A differential task effect was noted with the feedback conditions (VSIT with feedback, and MODIM with feedback), whereby the performances of VSIT subjects on both the training and generalisation sandwich making tasks, and performances of MODIM subjects on the sandwich making generalisation task, were benefited by the addition of this condition; although feedback was found to exert no consistent influence on performances of subjects in either VSIT or MODIM groups on the vacuuming and collating tasks.

The data are discussed with reference to other studies in this area, it being concluded that VSIT is a promising method of instruction for MR populations.