The Study of Job-Related Social Skills of Young Employees with Mild Mental Retardation

Author: Wern-Ing Niew（Department of Special Education, National Kaohsiung Normal University）, Shin-Yi Wang (Graduate student, Graduate School of Special Education, National Taiwan Normal University)

Vol.&No.：Vol. 44, No. 1
Date：October 1999
Pages：19-41
DOI：10.3966/2073753X1999104401002

Abstract：

Two studies were conducted to examine the performance of young employees with mild mental retardation on job-related social skills after training employees and their colleagues, and to examine the effects of colleagues' encouraging behaviors after training colleagues. The first study used the multiple baseline across behaviors design to examine the effects of job-related social skills training on the performance of four social skills for young female employees with mild mental retardation. The four job-related social skills included attending to what other people talk, following directions, expressing "please, thanks, and excuse" and greeting others. The result indicated that job-related social skills training advanced the performance of young employees with mild retardation on job-related social skills. The second study used withdrawal design to examine the effects of colleague' encouraging behaviors after the training of understanding and supporting colleagues with mild mental retardation. The result indicated that the training advanced the performance of colleagues on encouraging behaviors. The result of the two studies demonstrated that job-related social skills can be trained and colleagues can be trained to be the natural supporters for young employees with mild mental retardation in workplace.

Keywords：Mental retardation, Job-related social skills, Vocational education, Special education.

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