Vocational Social Skills Training for Individuals with Intellectual and Developmental Disabilities: A Pilot Study

Autor/inn/en	Helbig, Kate A.; Radley, Keith C.; Schrieber, Stefanie R.; Derieux, James. R.
Titel	Vocational Social Skills Training for Individuals with Intellectual and Developmental Disabilities: A Pilot Study
Quelle	In: Journal of Behavioral Education, 32 (2023) 2, S.212-238 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Helbig, Kate A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-021-09445-2
Schlagwörter	Interpersonal Competence; Behavior Modification; Training; Job Skills; Intervention; Instructional Effectiveness; Accuracy; Intellectual Disability; Developmental Disabilities; High School Students; Special Education; Internship Programs + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Behaviour modification; Verhaltensänderung; Ausbildung; Produktive Fertigkeit; Unterrichtserfolg; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Special needs education; Sonderpädagogik; Sonderschulwesen; Berufspraktische Ausbildung
Abstract	Social deficits often impede the ability of individuals with intellectual and developmental disabilities (IDD) to obtain and maintain employment (Barnard et al., Barnard et al., Inclusion and autism: Is it working? 1000 examples of inclusion in education and adult life from the National Autistic Society's members, National Autistic Society, 2000; Elksnin & Elksnin, Elksnin and Elksnin, Exceptionality 9:91-105, 2001). The purpose of the present study was to evaluate a social skills intervention including behavioral skills training, video modeling, and self-monitoring on the acquisition of discrete vocational social skills in young adults with IDD. Participants included high school students in special education that were part of a work internship program. A multiple baseline design across skills with concurrent replication across participants was used to evaluate the effects of the packaged intervention on target skill accuracy. Results indicate that the packaged intervention was effective in promoting social skill acquisition for all participants. Further, high levels of skill acquisition were observed during the maintenance phase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01