Further Examination of Covert Audio Coaching on Improving Employment Skills among Secondary Students with Autism

2013 ◽  
Vol 22 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Kyle D. Bennett ◽  
Rangasamy Ramasamy ◽  
Toby Honsberger
2018 ◽  
Vol 42 (2) ◽  
pp. 99-110
Author(s):  
Toby J. Honsberger ◽  
Michael P. Brady ◽  
Christine F. Honsberger ◽  
Kelly B. Kearney

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.


2017 ◽  
Vol 42 (2) ◽  
pp. 89-107 ◽  
Author(s):  
Carly B. Gilson ◽  
Erik W. Carter ◽  
Elizabeth E. Biggs

Effective vocational instruction is an essential aspect of preparing students with intellectual and developmental disabilities (IDD) for the world of work. We systematically reviewed research on instructional methods used to teach employment skills to secondary students with IDD. We identified 56 studies involving 766 participants with IDD. Four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. We address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.


2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Monica Bellon-Harn ◽  
Vinaya Manachaiah

This paper presents the functionality, impact and satisfaction of a self-management web-based or mobile application student support program (i.e., College Connect) for post-secondary students with Autism Spectrum Disorder (PSS-ASD) in the United States. Five professionals and four successful college graduates with ASD evaluated College Connectand completed an intervention satisfaction rating and an ePlatform performance questionnaire. College Connect and ePlatform function was modified based on reviewers’ feedback. Following modification, the program was piloted with three high school seniors and one freshman at a two-year college with ASD. Results pointed toward strengths and limitations of the program protocol and future directions.


2018 ◽  
Vol 42 (4) ◽  
pp. 246-252 ◽  
Author(s):  
Leslie Ann Bross ◽  
Thomas L. Zane ◽  
Ryan O. Kellems

Preparing secondary students with autism spectrum disorder (ASD) for a variety of potential professions is important to enhance their postsecondary employment outcomes. This article provides step-by-step guidelines for practitioners to use video modeling interventions to develop the customer service skills of students with ASD who are employed or participating in employment experiences in their communities. Video modeling is an evidence-based practice for learners with ASD that can be used as a viable workplace support.


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