DOCUMENT RESUME ED 029 409 EC 003 648 By-Edmonson, Barbara'. And Others Social Perceptual Training for Community Living: Pre-VocationalUnits for Retarded Youth. Kansas Univ. Medical Center. Kansas Ciiy. Spons Agency-Vocational Rehabilitation Administration(DHEW). Washington. D.C. Pub Date 67 Note- 314p. EDRS Price MF-S125 HC-S15.80 Descriptors-Adolescents. Consumer Education. *Curriculum.Educable Mentally Hanckapped. *Exceptional Child Education. *Instructional Materials. Interpersonal Competence.Learning Motivation. Lesson Plans. *Mentally Hanckapped. Prevocational Education. *Role Percepti,n.Social A4ustment. Teaching Methods The unit of study for educable retardedstudents aged 13 to 19 years deals with understanding of social cues andsignals and appropriate response in the adult world. The sub-units. of 1-week duration. areintroduction to signals. numbers as signals. places as signals. making agood impression, shopping and buying, a department store, living on our own, gettingand keeping a lob. after hours. and getting along with others. Lessons are/presented as verbatim teaching scripts which may be modified tofit the class. Slides, tape recordings,seatwork. quizzes. cimpetitive games. role playing. andfield trips are included as teaching techniques. Appendixes list special equipment, field tripsand special arrangements. and 31 dittomasters. (LE) t ftr' , . " .1, 1. 'r: 60t6?003 Adfr,:,47.. SOCIAL PERCEPTUAL TRAINING FOR COMMUNITYLIVING PRE-VOCATIONAL UNITS FOR RETARDED YOUTH Barbara Edmonson, Ethel M. Leach, Ed.D. Henry Leland, Ph.D. University of Kansas Medical Center Kansas City, Kansas 1967 This material was developedas part of research and demonstration project RD-1388-P, supported in part by theVocational Rehabilitation Administra- tion of the U.S.Department of Health,Education and Welfare ACKNOWLEDGMENTS For permission to reproduce certainslides used in the illustrationof this text, appreciation is due the followingcopyright holders: Slide No. I-A (1) Courtesy Champion Spark Plug Co. (2) Courtesy E. I. du Pont de Nemours & Co. (8) Permission Saturday Evening Post, (c)1959The Curtis Publishing Co. Courtesy NASA Courtesy U.S.Navy Courtesy U.S.Navy Courtesy Kelly-Springfield Tire Co. I-D (12) Courtesy Goodyear Tire & Rubber Co. Permission Rand &Nally, (c) R.L. 67566 Courtesy General Telephone Courtesy Portland Cement Assoc. II-A (1) Permission Rand &Nally, (c) R.L. 67566 II-D (1) Permission Rand &Nally, (c) R.L. 67566 II-E(18) Courtesy National Cash Register Co. III-A (3) Courtesy Look M4gazine (9) Courtesy Western Electric (11) Courtesy Blue Cross.Assoc. III-B (23) Courtesy M4ssachusetts Mutual LifeInsurance Co. (26) Permission Saturday Evening Post,(c) 1961 The Curtis Publishing Co. III-C (12) Permission Saturday Evening Post,(c) 1960 The Curtis Publishing Co. III-D (19) Courtesy Smith Brothers Mfg. Co. (21) Courtesy Look hagazine Courtesy Sears, Roebuck & Co. Courtesy Mobil Oil Corp. Courtesy Royal Crown Cola Co. Courtesy Savings & Loan Foundation V-A (11) Permission Saturday Evening Post, (c)1960 TheCurtis Publishing Co. VIII-C (8) Permission Saturday Evening Post, (c) 1959 TheCurtis Publishing Co. ill IX-D (1) Courtesy Campbell Soup Co. (3) Courtesy Live Better Electrically Program (4) Courtesy Double Cola Co. X-B(1) CourtesyGrolier Inc. (2) Courtesykktropolitan Life Insurance Co. (3) CourtesyLiggett & Meyers (4) CourtesyLiggett & Meyers (5) CourtesyEdison Electric Institute (6) CourtesySwift & Co. (7) Courtesylettropolitan Life Insurance Co. (9) CourtesyParke, Davis & Co. X-C(1) CourtesyLiggett & Istyers (2) CourtesyLiggett & Myers (3) CourtesyEdison Electric Institute (4) CouttesySwift & Co. (5) Courtesyl*tropolitan Life Insurance Co. (7) CourtesyParke, Davis & Co. (8) CourtesyBurlington Industries, Inc. X-D (1) Courtesy General Foods Corp. (2) Courtesy bttropolitan Life Insurance Co. X-E (1) Courtesy American Fire Insurance Co. (4) *Xourtesy Royal Crown Cola Co. Remaining slides copyrighted 1967 by Edmonson, Leach & Leland, Kansas City, Kansas. The material which follows awes much to the suggestions of many persons who are involved with the post-school adjustment of retarded youth. Vocational counsellors, supervisors of vocational training, social workers, operators of boarding homes, and classroom teachers responded generously to the project re- quest for information concerning the post-school world and the problems of the retarded. Particularly valuable was the opportunity for collaboration with Jerry Chaffin, Ed.D., and James Payne, Directors of the Kansas ilork Study DemonstrationProject.1 Information from their records gave direction to many of the lessons contained in this guide. In these anecdotal reports, employers and counsellors described the behaviors, both good and poor, of retarded youths as they underwent training and were placed upon a series of work sample jobs. Additional helpful information was made available through Ted Satterfield (former) Director of Rehabilitation Services, Goodwill Industries, at Kansas City, Missouri, and Richard Schutz, Ph.D., Director, Vocational Rehabilitation Unit at Topeka, Kansas. 1 VRA demonstration project #643-67 iv M.S.W., Joyce North, and Jean Clark, M.S.W.,Suzy Paddock, Daisy Caress, experiences with the trials,tribula- Carol Campbell sharedwith us their rich Jean Clark, then on the tions and successes ofretarded vocational trainees. with boarding homes, stores, Vocational RehabilitationUnit staff, acquainted us facilities frequented bytrainees in restaurants, banking,and recreational City was provided several Kansas communities. Similar information for Kansas Goodwill Industries. by Ted Satterfield, LloydWilliams, and Suzy Paddock of State Hospital, was a most Mrs. Caress, Directorof Social Service of Parsons concerning the maladap- helpful resource--averitable goldmine of information Mts. North and Miss tive sexual misinformationof the average retardate. Work Study Demonstrationpro- Campbell, counsellors onthe staff of the Kansas social behavioral strengths ject, gave us numerousilluminating examples of the and deficits of theirjunior high school clients. whom we are indebted for Of the several operatorsof boarding homes to mention should be madeof examples of good and poorsocial adaptation, special surveillant "Mom" to herboys the interest and warmth ofMary Watson, who is a and girls in Kansas City. material help providedby The project is indebted tothe interest and very trial of three revisionsof special education coordinatorswho arranged for the prototypes of these lessons asfollows: respectively Coordinators of Mr. Floyd Hudson andMt. Robert Sullivan, Public High School Special Education in ShawneeMission and in Turner, Kansas Districts. (Trial 1) State Hospital and Mrs. Juanita Haywood,Director of Education, Parsons Training Center. (Trials 2 and 3 - firstrevision) Education, Hissom MemorialCenter, Mrs. KathleenAlexander, Director of Sand Springs, Oklahoma. (Trial 4 - first revision) Clark, Assistant Professor, Trial 5 we owe to theinterest of Dr. Gary M. trial of the first revi- University of Illinois, whoconducted an independent doctoral dissertation project. sion of the perceptualtraining lessons as a (Clark, 1967) Education, Springfield,Missouri, Mr. Afton Bridges,Coordinator of Special Public School District. (Trial 6 - second revision) Education, Shawnee Mission,Kansas, Mr. James Gray,Coordinator of Special Public High School District. (Trial 6 - second revision) through four revisions Most essential to thedevelopment of these lessons Each of the were the teacherswho were active intheir trial and criticism. form of the materials: following has had someinfluence upon the present , V. Lowell Alexander Wayne Koons Carlos Bradfield Hazel Martin Frank Brandenberg llarjory Smith Ronald Brooks Janette Stafford Phillis Conwell XlerrientirieSéger Mildred Howard Betty Stephens Ruby Hughes Three who are anonymous Sheila A. Jackson in Nashville, Tennessee The task of preparing and continuallyrevising such detailed lessons and lists of materials, at timesso tedious as to threaten progress, was madeen- durable b5r their written evaluations. Together with their criticisms andsug- gestions, they included such socialreinforcers as "pupils responded well" "Helpful lesson."On occasion, their encouragement reachedjackpot propor- tions, as with: "Pupils so interested askedto stay through gym to finish...even two problem boys!" and like to use this material againeven if it were not completed... This is one item geared to rendera service..." Active collaborators in the writing, planning,and preparation of lessons and materials have been JaneHavens, Florence Goldman, Martha Reed, andPat Brahl, research assistantson the staff of the Social Perceptual Training Pro- ject, assisted at crucial times bySam Toombs, Ph.D., and Daryle Bass, formerly of parsons State Hospital and TrainingCenter, Parsons, Kansas. The list of acknowledgments would beincomplete without expression ofour appreciation to two former projectdirectors for their continuing diversified support: John Cawley, Ph.D., Associate Professor ofEducation at the University of Connecticut. John E. de Jung, Ed.D., AssociateProfessor of Education at the University of Oregon. A final word of appreciation is due theresponsiveness and supportexper- ienced on all occasions of contact withofficials of the Vocational Rehabilita- tion Administration. Barbara Edmonson Ethel M. Leach Henry Leland Co-directors, Social Perceptual Trainingfor the Rehabilitation of Mentally Retarded Adolescents vi Index Acknowledgments Introduction