Producing generalized job initiative in severely mentally retarded sheltered workers.

Five adults with severe intellectual disability worked in a sheltered workshop.

None asked for new tasks on their own.

The team taught them to tell when a job was done and to ask for the next one.

They used picture cards, practice, and self-check sheets.

Training moved step-by-step: first one work table, then two, then the whole room.

All five adults started asking for new jobs without prompts.

The skill spread to untrained tasks and to a second workshop.

Each new set of tasks took fewer teaching sessions.

By the end, most needed only one quick review.

White et al. (1990) tried a similar self-management plan but added goal cards and praise. Two workers did better, one did worse. The mixed result shows you must watch each person and adjust.

Repp et al. (1992) used the same BST steps to teach safety problem solving. Skills also spread to new jobs. Together, the studies say BST plus fading cues builds durable work skills.

Aherne et al. (2019) flipped the idea upward: they taught staff a short self-evaluation checklist after BST. Staff kept better DTT accuracy. Same logic—self-monitoring keeps behavior going—now used for trainers, not workers.

Wehman et al. (2014) looked at big numbers and found supported employment lands competitive jobs for youth with IDD. Green et al. (1987) shows how to build the small, inside-the-worker skills that later models like supported employment can use.

You can grow initiative the same way you teach any other skill: break it down, practice, let the learner track it. Start with one work station, then add more. Watch data—if asking stops, add a quick booster. The whole package takes little time and no extra staff once it runs.