Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks

Autor/inn/en	Wenzel, John D., IV; Fisher, Marisa H.; Brodhead, Matthew T.
Titel	Preparing Job Coaches to Implement Systematic Instructional Strategies to Teach Vocational Tasks
Quelle	In: Career Development and Transition for Exceptional Individuals, 45 (2022) 2, S.71-85 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fisher, Marisa H.) ORCID (Brodhead, Matthew T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/21651434211041918
Schlagwörter	Career Guidance; Coaching (Performance); Task Analysis; Prompting; Supported Employment; Paraprofessional School Personnel; Job Skills; Job Training; Students with Disabilities; Intellectual Disability; Developmental Disabilities; Teaching Methods; College Students; Young Adults; Replication (Evaluation) + Suchen Sie Ihr Suchwort? Berufsorientierung; Aufgabenanalyse; Benutzerführung; Arbeitsförderungsmaßnahme; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Entwicklungsstörung; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Young adult; Junger Erwachsener
Abstract	Job coaches are not typically trained to implement systematic instructional strategies to teach vocational skills to students with intellectual and developmental disabilities (IDD). This study replicated and expanded the evaluation of a job coach behavioral skills training program designed by Brock et al. (2016) to teach participants to implement task analysis, simultaneous prompting, and system of least prompts to teach vocational tasks to students with IDD. We used a multiple probe design with probe conditions across strategies, replicated across three participants, to assess acquisition and generalization. Participants demonstrated mastery of the three instructional strategies in simulated assessments with actors and generalized use of the strategies to teach novel vocational tasks to student interns with IDD. Implications for future research and practice are discussed. (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