A mildly retarded young man speaks of his desire to live independently as well as of the difficulties of being lonely and unable to support himself. A counselor suggests a condominium rooming house arrangement which would provide a degree of independence along with opportunities for social interaction. (CL)

Eight learning disabled males (16 to 17 years old) participated in a driver education unit via a visual response system, allowing students greater response and feedback. After the conclusion of the unit, all Ss scored above the criterion established by the Digest of Ohio Motor Vehicle Laws. (CL)

A seven-year-old profoundly retarded male was trained to perform 15 of 18 functional tasks via an imitation approach paired with contingent reinforcement. Thirteen tasks were maintained at a high rate during the school year. Also, he developed response alternatives for existing self-stimulatory behaviors. (CL)

Demonstrates the importance of the use of nonformal education programs for teaching basic survival skills to adults in developing countries. (Availability: Dept. of Adult Education, Kansas State University, Manhattan, KS 66506) (SK)

The author, a severely disabled adult, comments on his experiences talking to handicapped adolescents on career and daily living topics. He stresses the value of adult role models and suggests where community resources may be found. (CL)

A survey of 245 severely mentally handicapped adolescents was conducted to investigate basic skills needed for an independent life style. Interviews covered such areas as eating and drinking skills, domestic tasks, cleanliness and health, and use of amenities. (SB)

The effects of three prompting sequences on the acquisition of independent living skills with 14 mild and moderately mentally retarded vocational rehabilitation clients (16 to 50 years old) are examined. (Author)

The study examined classroom-based instruction in restauranting skills for three male retarded students (17 to 22 years old). Ss were taught each of four skill components in sequential order: locating, ordering, paying, and eating, and exiting. (Author/DB)

This article provides evidence that general intelligence ("g") has pervasive utility in work settings because it is essentially the ability to deal with cognitive complexity. Data from the National Adult Literacy Survey are used to show how higher levels of cognitive ability improve individuals' chances of dealing with the demands of…

A survey of 364 Japanese adults over 60 with physical disabilities found that 87% have learning needs in the areas of health care, communication, and leisure activities. Instrumental/social learning ranked higher among those with serious activity limitations. Expressive/communicative learning was more important for those with moderate limitations.…

The author presents an international perspective on life skills education arguing the development of a healthy self-concept and skills in self-reflection are necessary for living in a world of rapid change. (Contains 30 references.) (Author)

Due to the increasing importance of science and technology in daily life, the general public is required to have the ability to evaluate the use of science and technology. Basic knowledge and competence necessary for evaluation and relevant decision making are called "technological literacy." The framework of technological literacy is…

Needing care and community living skills after years of institutionalization, individuals with serious, persistent mental illness present a challenge to existing mental health providers. This article reviews the benefits and limitations of adult foster care, and presents the Homeshare Model as an example of outpatient care implemented in South…

A survey of 4-H school enrichment programs (813 responses) found that they reach large numbers of diverse youth and develop credibility with community and schools. Long-term programs such as 4-H clubs have proven effective in helping youth develop life skills, but Extension must carefully consider the purpose and consequences of diverting…

The present study describes the service needs related to life skill development from the perspective of sheltered homeless youth. Qualitative semistructured life narrative interviews addressing the use of services at an emergency shelter were administered to 30 youth. All youth were residig in an emergency shelter located in a large metropolitan…