Teaching Young Adults Job Skills Using a Constant Time Delay and eCoaching Intervention Package

Autor/inn/en	Horn, Annemarie L.; Gable, Robert A.; Bobzien, Jonna L.; Tonelson, Steve W.; Rock, Marcia L.
Titel	Teaching Young Adults Job Skills Using a Constant Time Delay and eCoaching Intervention Package
Quelle	In: Career Development and Transition for Exceptional Individuals, 43 (2020) 1, S.29-39 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143419828983
Schlagwörter	Teaching Methods; Young Adults; Job Skills; Time Factors (Learning); Intervals; Skill Development; Coaching (Performance); Educational Technology; Intervention; Autism; Pervasive Developmental Disorders; Students with Disabilities; Intellectual Disability; Instructional Effectiveness; Feedback (Response); Postsecondary Education; Adjustment (to Environment); Behavior Rating Scales; Program Implementation; Fidelity; Community Based Instruction (Disabilities); Electronic Learning; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Young adult; Junger Erwachsener; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtsmedien; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Unterrichtserfolg; Post-secondary education; Tertiäre Bildung
Abstract	Young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This study evaluated the effectiveness and perceptions of an intervention package incorporating constant time delay (CTD) and eCoaching to promote employment skill acquisition. CTD was used by a teacher interventionist to instruct four student participants with ASD and ID in a community setting, while concurrently receiving real-time performance feedback through eCoaching. A multiple probe across participants design was used to evaluate the impact of the intervention on skill acquisition while simultaneously measuring CTD implementation fidelity. Results showed rapid skill acquisition and generalization and follow-up data were positive. CTD was implemented with fidelity and rated favorably among participants. (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	2024/1/01