Display options
Cite
Neef NA, Iwata BA, Page TJ. Public transportation training: in vivo versus classroom instruction. J Appl Behav Anal. 1978;11(3):331-44doi: 10.1901/jaba.1978.11-331.
Neef, N. A., Iwata, B. A., & Page, T. J. (1978). Public transportation training: in vivo versus classroom instruction. Journal of applied behavior analysis, 11(3), 331-44. https://doi.org/10.1901/jaba.1978.11-331
Neef, N A, et al. "Public transportation training: in vivo versus classroom instruction." Journal of applied behavior analysis vol. 11,3 (1978): 331-44. doi: https://doi.org/10.1901/jaba.1978.11-331
Neef NA, Iwata BA, Page TJ. Public transportation training: in vivo versus classroom instruction. J Appl Behav Anal. 1978;11(3):331-44. doi: 10.1901/jaba.1978.11-331. PMID: 16795594; PMCID: PMC1311310.
Copy Download .nbib Format: NLM
Share it on

J Appl Behav Anal. 1978;11(3):331-44. doi: 10.1901/jaba.1978.11-331.

Public transportation training: in vivo versus classroom instruction.

Journal of applied behavior analysis

N A Neef, B A Iwata, T J Page

Affiliations

  1. Western Michigan University and Kalamazoo Valley Multihandicap Center.

PMID: 16795594 PMCID: PMC1311310 DOI: 10.1901/jaba.1978.11-331

Abstract

This study evaluated a classroom program to teach public transportation usage (bus-riding skills) to retarded persons. Based on a task analysis of specific skills, five retarded male students were taught each of the components of locating, signalling, boarding and riding, and exiting a bus. These skills were taught sequentially, using training procedures consisting of role playing, manipulating the actions of a doll on a simulated model, and responding to questions about slide sequences. Before, during, and after training, subjects were tested on generalization probes in the classroom and in the natural environment. Results of a multiple-baseline design across subjects indicated that up to 12 months after termination of training, each subject exhibited appropriate bus-riding skills on actual city buses. Two other subjects were trained on each skill component in vivo, on city buses, in order to compare the relative effectiveness and efficiency of classroom versus in vivo training. Both of these subjects acquired appropriate bus-riding skills; however, the in vivo training procedure was both more time consuming and expensive than classroom training. These findings further demonstrate the effectiveness and practicality of properly designed classroom training procedures for teaching community survival skills to retarded persons.

References

  1. J Appl Behav Anal. 1977 Spring;10(1):85-92 - PubMed
  2. J Appl Behav Anal. 1977 Summer;10(2):273-82 - PubMed
  3. J Appl Behav Anal. 1976 WINTER;9(4):433-44 - PubMed
  4. J Appl Behav Anal. 1976 WINTER;9(4):483-9 - PubMed
  5. Am J Ment Defic. 1975 Mar;79(5):538-44 - PubMed
  6. J Appl Behav Anal. 1978 Fall;11(3):315-29 - PubMed
  7. Ment Retard. 1975 Jun;13(3):9-11 - PubMed
  8. Ment Retard. 1973 Apr;11(2):18-20 - PubMed
  9. Except Child. 1967 Jan;33(5):323 - PubMed
  10. J Appl Behav Anal. 1968 Spring;1(1):91-7 - PubMed
  11. Ment Retard. 1975 Apr;13(2):9-13 - PubMed

Publication Types