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Improving Skills Performance of an Adult with Mental Retardation Through Peer-Mediated Instructional Support

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Abstract

Many people with mental retardation acquire self-care and daily living skills, but frequently they require additional supervision and prompting to ensure proficient performance. This study evaluated a program of peer-mediated instructional support to improve the independent skills performance of a young adult with mental retardation living in a community-based habilitation setting. In a multiple baseline design across four domestic tasks, the participant received instruction first from a staff member and then from a peer who also had mental retardation. The frequency of corrective prompts during each task was essentially eliminated with the peer-mediated intervention. The influence and applicability of peer supported instruction in habilitation programs is discussed.

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Authors and Affiliations

  1. The May Center for Adult Services, Mashpee, Massachusetts

    Donna Hibbert, George Kostinas & James K. Luiselli

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  1. Donna Hibbert
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  2. George Kostinas
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  3. James K. Luiselli
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Correspondence to James K. Luiselli.

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Hibbert, D., Kostinas, G. & Luiselli, J.K. Improving Skills Performance of an Adult with Mental Retardation Through Peer-Mediated Instructional Support. Journal of Developmental and Physical Disabilities 14, 119–127 (2002). https://doi.org/10.1023/A:1015263329642

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  • DOI: https://doi.org/10.1023/A:1015263329642

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