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Abstract
Effects of goal setting and changing criterion strategies upon the work productivity of moderately to severely handicapped adolescents were investigated. Sixteen moderately to severely handicapped adolescents were randomly assigned to one of four groups. Each group learned two assembly tasks. One task was a three part assembly called spool of tape; the second was a ten part assembly called irrigation tube clamp. Each group worked on task one for five days of baseline and 45 days of data collection, then five days of baseline and 45 days of data collection for task two. Groups one and three learned the tasks having knowledge of results on task one, then learned task two having both knowledge of results and using a goal setting strategy. Groups two and four reversed the order.
This research was designed to answer the question: Can moderately to severely handicapped adolescents improve their productivity rates on a simulated assembly task to within 75% of the industrial norm using a changing criterion/goal setting strategy?
Analysis of the data suggested that when goal setting methodology was used, students produced at a significantly higher level than when students had knowledge of results only. Also, a significantly higher number of students reached the 50% and 75% of the industrial norm using goal setting/changing criterion.
Results supported earlier assumptions that the moderately to severely handicapped person can make a positive economic contribution to the work force. Therefore, vocational skill training appears to be a valid approach for improving the potential employability of this population and should be incorporated into the student's curriculum.
