| Abstract: | Measured the effectiveness of A. P. Goldstein's (1973) Structured Learning Training (SLT) for teaching confrontation skills to 56 trainees varying in conceptual development (Paragraph Completion Test). Both a self-instruction approach and a standard implementation of SLT were effective for teaching confrontation skills. When trainees' conceptual level (CL) was considered, the approaches proved differentially effective (as measured by pencil-and-paper tests). Self-instruction SLT was more effective with high CL trainees than with low CL trainees; guided-instruction SLT proved more effective than self-instruction SLT with low CL trainees in each treatment. Further, differences due to instructional approach and CL failed to reach significance when the dependent variable was assessed via taped role play. Findings suggest the need for multiple ways of assessing skills as well as multiple approaches for instruction. Further investigation seems necessary to specify the variables involved in maximizing the effect of instruction. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
