Peer-Mediated Literacy-Based Behavioral Interventions: A Job Coaching Strategy for Secondary Students with ASD

Autor/inn/en	Honsberger, Toby J.; Brady, Michael P.; Honsberger, Christine F.; Kearney, Kelly B.
Titel	Peer-Mediated Literacy-Based Behavioral Interventions: A Job Coaching Strategy for Secondary Students with ASD
Quelle	In: Career Development and Transition for Exceptional Individuals, 42 (2019) 2, S.99-110 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brady, Michael P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143418808508
Schlagwörter	Literacy; Intervention; Secondary School Students; Autism; Pervasive Developmental Disorders; Employment Potential; Job Skills; Job Training; Employees; Developmental Disabilities; Peer Mediation; Adolescents; Young Adults; Coaching (Performance) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Sekundarschüler; Autismus; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Employee; Arbeitnehmer; Beschäftigter; Entwicklungsstörung; Peer Group; Mediation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener
Abstract	Many secondary students with autism spectrum disorder (ASD) are not taught employability skills and routines needed for competitive or supported employment in regular community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of numerous skills, but have not been investigated as a job coaching intervention for individuals with ASD. In this study, a peer coworker was taught to deliver an LBBI guide to students with ASD as a job coaching intervention for three skills in an employment preparation routine: preparing and selling coffee in a work-site food truck. Results showed students' accuracy with the skills in the work routine increased, and maintained after the intervention. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01