Skills Training for Parents with Intellectual Disabilities

2016 ◽  
pp. 615-631 ◽  
Author(s):  
Maurice A. Feldman ◽  
Munazza Tahir
Keyword(s):  
Intellectual Disabilities ◽  
Skills Training ◽  
Parents With Intellectual Disabilities

Employability Social Skills Interventions in Transition-Age Youth with Intellectual Disabilities: A Literature Review

2021 ◽  
Vol 9 (6) ◽  
pp. 615-627
Author(s):  
Eleni Laskaraki ◽  
Anastasia Alevriadou ◽  
Eleni Rachanioti
Keyword(s):  
Social Skills ◽  
Intellectual Disabilities ◽  
Adult Life ◽  
Skills Training ◽  
Transition Age Youth ◽  
Social Skills Interventions ◽  
Transition Age ◽  
Job Tasks ◽  
Target Behaviors ◽  
The Social

Employability skills are necessary for youth with Intellectual Disabilities (IDs) to successfully navigate their transition from educational settings to autonomous adult life. Most importantly, research evidence has shown that individuals with IDs appear to perform adequately on job tasks, yet they frequently face inadequacies in the social aspects of work life. Although much of the existing employability research has focused on social skills training related to employability for individuals with other disabilities, people with IDs are underrepresented in the literature. Thus, this review aimed to provide insight into the existing social skills interventions that promote employability in transition-age youth with IDs. Results indicated that although there is a limited number of studies regarding intervention programs on improving social skills related to employment for individuals with IDs, the majority of them positively impacted target behaviors, thus highlighting the need for further empirical research.

The Application of a Self-Management Program on Instruction-Following Skills

1989 ◽  
Vol 14 (2) ◽  
pp. 147-154 ◽  
Author(s):  
Martin Agran ◽  
Julie Fodor-Davis ◽  
Stephen Moore ◽  
Marlene Deer
Keyword(s):  
Intellectual Disabilities ◽  
Training Program ◽  
Task Performance ◽  
Skills Training ◽  
Management Program ◽  
Multiple Baseline ◽  
Self Management ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Verbal Prompts

The effects of a multicomponent self-management program on the instruction-following behaviors of five students with moderate to severe intellectual disabilities are investigated in a vocational skills training program that included self-generated verbal prompts, picture cues, double instructions, and reinforcement. Training components for individual participants were added as needed to facilitate task performance. The percentage of appropriate responses to both trained and untrained instructions was evaluated within a multiple baseline design. Results demonstrated that training was effective in teaching the students to respond appropriately to instructions. Furthermore, the findings suggested that the students learned to respond to novel instructions. Suggestions for using flexible self-management programs, in which training components are established as effective for individual participants, are discussed.

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