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This learning module, which is intended for use in in-service training for vocational rehabilitation counselors, deals with work design methods that are intended to improve client production and work quality. The following topics are discussed: work simplification, motion economy, the usefulness of jigs and cues in production, procedures for laying out the work floor, the value of process charts, and ways of solving layout problems. Also included are a list of references; worksheets on work station design, jigs and cues, and production methods; and two self-tests. (MN)

This learning module, which is intended for use in in-service training for vocational rehabilitation counselors, provides information and practice for developing token economies. The following topics are discussed: tokens and the rationale for using them; advantages of token economies; procedures for using a token system (specifying behaviors that need a reinforcement system, developing a menu of reinforcers, setting prices and wages, selecting tokens, using tokens, recording and evaluating, and fading out to other more normal reinforcement systems); and troubleshooting. A feedback sheet, bibliography, and three self-tests are also included. (MN)

This learning module, which is intended for use in in-service training for vocational rehabilitation counselors, deals with effectively supervising groups of clients in a production setting. The following topics are discussed: the purposes of production, production strategies, supervisory tactics, ways of making criticism effective, practical supervision strategies, special methods for difficult problems, and pitfalls in supervision. The module also includes a list of references, seven self-tests, and a worksheet dealing with choosing a production strategy. An appendix includes material from McLaughlin and Wehman's "Vocational Curriculum for Severely Handicapped Students." (MN)

This learning module, which is intended for use in in-service training for vocational rehabilitation counselors, deals with writing a task analysis. Step-by-step guidelines are provided for breaking down a task into small teachable steps by analyzing the task in terms of the way in which it will be performed once learned (method), the steps to be taught in sequence (content), and the teaching method to be used (process). Guidelines are also presented for giving the proper amount of training and for redoing the task analysis process if material turns out to be too difficult or easy for an individual client. A brief history and rationale for task analysis are provided. Special emphasis is placed on the relevance of task analysis to vocational rehabilitation. Also provided are sample analyses of tasks performed by a single individual (handwashing, greeting, soldering, and baking a jiffy-mix cake), and a task involving more than one participant (playing catch). An annotated bibliography included in the module describes five commercially available task analyses. An appendix includes a sample analysis of the task of throwing a ball one-handed and over-hand that is complete with a task statement, statement of the method to be used, a list of the 13 steps required to perform the task, and a process breakdown (including format, feedback, and procedural guidelines). (MN)