Effects of Process-Based Instruction on Vocational Skills among Junior High School Students with Mental Retardation

[[abstract]]A study of the vocational skills enhancement and effect of process-based instruction (PBI) on students with mental retardation was described, using the process-based instruction (PBI) as the independent variable, the vocational skills and the planning ability as dependent variables. Three given students with mental retardation of a special class in junior high school were subjected to the multiple probes across-behavior design of a single subject during a time frame of ten weeks, six classes per each. The learning effects were ranked and characterized by the usage of visual analysis and C statistical analysis, showing：1. The vocational skills were significantly improved after the process-based instruction training. 2. The vocational skills retained well for after the end of training. 3. The planning abilities of all subjects were significantly improved after the process-based instruction training. 4. The planning abilities retained well after the end of training. Combining above conclusions, the researcher proposes specific suggestions for teaching and future research