Citation

Khemka I. Am. J. Ment. Retard. 2000; 105(5): 387-401.

Affiliation

Center for Opportunities and Outcomes for People with Disabilities, Teachers College, Columbia University, New York, NY 10027, USA. ik34@columbia.edu

Copyright

(Copyright © 2000, American Association on Mental Retardation)

DOI

unavailable

PMID

11008847

Abstract

The effectiveness of two decision-making training approaches in increasing independent decision-making skills of 36 women with mild mental retardation in response to hypothetical social interpersonal situations involving abuse was evaluated. Participants were randomly assigned to a control or one of two training conditions (a decision-making training approach that either addressed both cognitive and motivational aspects of decision-making or included only instruction on the cognitive aspect of decision-making). Although both approaches were effective relative to a control condition, the combined cognitive and motivational training approach was superior to the cognitive only training approach. The superiority of this approach was also reflected on a verbally presented generalization task requiring participants to respond to a decision-making situation involving abuse from their own perspective and on a locus of control scale that measured perceptions of control.

Language: en