Assessing the problematic interpersonal skills of mentally retarded individuals in a vocational setting

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Abstract

The present paper reports on two studies which were designed to assess specific interpersonal situations and behaviors which interfere with a mentally retarded individual's adjustment to a vocational setting. In the first study, lists of problematic interpersonal situations and problematic behaviors were generated based on (a) interviews with prevocational teachers, school personnel, and work supervisors in a sheltered workshop setting, and (b) behavioral observations of workers in prevocational classes and a workshop setting. The list of problematic behaviors was further evaluated by work supervisors to determine the frequency and seriousness of each behavior. This information provided a basis for establishing training priorities in an interpersonal skills training program for mentally retarded individuals. In a second study, problem behavior ratings were obtained from prevocational teachers and residential supervisors for 40 mentally retarded individuals. Teachers additionally rated each individual using several standardized assessment scales (Behavior Problem Checklist, AAMD Adaptive Behavior Scale, Vocational Competency Scale). After placement in a sheltered workshop setting, problem behavior ratings were obtained from work supervisors for each individual, and the length of successful employment was assessed. Intercorrelations among measures and across raters provided initial support for the validity and reliability of the problem behavior list. Implications for future research and training on interpersonal-vocational skills are discussed.

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Cited by (11)

  • Social Skills

    2007, International Review of Research in Mental Retardation
    Citation Excerpt :

    Appropriate social behavior may also contribute directly to successful job performance (Schalock & Harper, 1978). In addition, problems in getting along with supervisors and coworkers oftentimes interferes with adequate work functioning and leads to job termination (La Greca, Stone, & Bell, 1982). Therefore, it is important to include the training of job‐finding, interview, and interpersonal skills in any treatment program aimed at increasing employment‐related social skills.

  • Social Competence and Employment of Retarded Persons

    1986, International Review of Research in Mental Retardation
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