Comparing the Efficacy of Peer versus Staff Models on Observational Learning in Adults with Developmental Disorders

摘要

We compared the effectiveness of a peer and staff model on observational learning by four adults with developmental disabilities. An alternating treatment design was used to evaluate the effects of a staff-as-model and peer-as-model condition. Results indicated that all four participants acquired the skill at a faster rate in the peer-as-model condition. Generalization and maintenance of the skills acquired with both models was also evaluated. Implications of programming for observational learning in education and habilitation settings are discussed.