A Functional Analysis of the Acquisition and Maintenance of Janitorial Skills in a Competitive Work Setting

1988 ◽  
Vol 13 (1) ◽  
pp. 1-7 ◽  
Author(s):  
David W. Test ◽  
Teresa Grossi ◽  
Patricia Keul
Keyword(s):  
Work Experience ◽  
Vocational Training ◽  
Supported Employment ◽  
Training Programs ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Work Setting ◽  
Community Based ◽  
Effective Community ◽  
Students With Severe Disabilities

There is a need for empirically based studies to support public school on-the-job training programs for students with severe disabilities. This study examined the use of supported employment via the supported jobs model to provide competitive work experience for a 19-year-old student with severe disabilities. The job trained involved a complex set of janitorial skills, including emptying trash cans, detail cleaning, and daily cleaning. Training consisted of a combination of total task presentation and an individualized prompting hierarchy. A multiple baseline across behaviors design was employed across the three sets of behaviors. Results demonstrated the acquisition and maintenance of all skills at 100% accuracy. The use of supported employment as a means of providing competitive work experience for students with severe disabilities and the need for further research on effective community-based vocational training strategies are discussed.

Doing it the Company Way: Using Internal Company Supports in the Workplace

1991 ◽  
Vol 22 (2) ◽  
pp. 32-35 ◽  
Author(s):  
Ellen S. Fabian ◽  
Richard G. Luecking
Keyword(s):  
Supported Employment ◽  
Training Programs ◽  
Severe Disabilities ◽  
Competitive Employment ◽  
Employment Opportunities ◽  
Job Coach ◽  
Workplace Supports ◽  
Training Activities

Recent limitations identified in the job coach model of supported employment have stimulated interest in the use of natural workplace supports as a means of facilitating competitive employment opportunities for individuals with severe disabilities. The authors describe one approach to natural workplace supports called the internal company support approach to supported employment, using existing employer-sponsored training programs in the workplace. Examples of employer-sponsored training activities are provided, as well as implementation suggestions based on the authors' experience.

Factors Influencing Teachers' Decisions About Their Use of Community-Based Instruction

2020 ◽  
Vol 58 (5) ◽  
pp. 432-446
Author(s):  
Shari L. Hopkins ◽  
Stacy K. Dymond
Keyword(s):  
High School ◽  
High School Students ◽  
Special Education Teachers ◽  
Comparative Method ◽  
Severe Disabilities ◽  
Individual Student ◽  
School Students ◽  
Community Based ◽  
Based Instruction ◽  
Students With Severe Disabilities

Abstract Teachers of high school students with severe disabilities are charged with making decisions about educational programming that prepares students for life post-school. This includes decisions about using community-based instruction (CBI) to teach skills that students will need to participate in the community. This qualitative study investigated the factors 13 high school special education teachers considered when making decisions about whether to use CBI with 26 students with severe disabilities and the factors they considered when selecting skills to teach these students during CBI. Data were collected using in-depth interviews and analyzed using a constant comparative method. Findings indicate that program organization and individual student needs influenced teachers' decisions to use CBI. When selecting skills to teach during CBI, teachers considered the student's current and future needs, the classroom curriculum, skills needed in the community, and the student's ability to learn.

Using Badges to Increase Initiations of Children with Severe Disabilities in a Play Setting

1993 ◽  
Vol 18 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Ann C. Jolly ◽  
St. Marks Center ◽  
David W. Test ◽  
Fred Spooner
Keyword(s):  
Students With Disabilities ◽  
Role Playing ◽  
Severe Disabilities ◽  
Free Play ◽  
Multiple Baseline ◽  
Play Skills ◽  
Training Strategy ◽  
Age Appropriate ◽  
Students With Severe Disabilities ◽  
Teacher Assistant

A study was conducted to investigate a training strategy that allowed children with severe disabilities to choose and initiate activities when playing with chronologically age-appropriate peers without disabilities. Prior to intervention, each student with severe disabilities was taught to use badges with photographs to indicate play activities. Pretraining involved role-playing with the teacher, teacher assistant, and a fourth grader without disabilities and not otherwise involved in the study. The intervention involved having students with disabilities take their badges into a free-play situation. A multiple-baseline, across-subjects design indicated a functional relationship between intervention and student use of play organizers, initiations, and shares. Results are discussed in terms of including students with severe disabilities in the training process when teaching social and play skills.

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

2005 ◽  
Vol 71 (4) ◽  
pp. 431-444 ◽  
Author(s):  
Julie N. Causton-Theoharis ◽  
Kimber W. Malmgren
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Paraprofessional Training ◽  
The Social ◽  
Students With Severe Disabilities

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

Parent and Caregiver Impressions of Different Educational Models

1998 ◽  
Vol 19 (3) ◽  
pp. 173-180 ◽  
Author(s):  
Douglas Fisher ◽  
Ian Pumpian ◽  
Caren Sax
Keyword(s):  
Parental Support ◽  
School Change ◽  
Educational Innovation ◽  
Severe Disabilities ◽  
Class Model ◽  
Community Based ◽  
Educational Models ◽  
Special Day Class ◽  
Based Instruction ◽  
Students With Severe Disabilities

Parental support for educational innovation has been described as essential in school change. This study examines parent and caregiver perceptions of educational opportunities for students with severe disabilities. Parents and caregivers from two high schools were interviewed. One high school uses an inclusive service delivery model, while the other uses a special day class model with limited mainstreaming. The data suggest that interviewees support inclusive schools and believe that their children are acquiring new skills. Questions remain regarding the balance of community-based Instruction and the amount of teacher training provided.

Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities

2020 ◽  
Vol 35 (3) ◽  
pp. 153-164
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Scott A. Dueker
Keyword(s):  
Performance Feedback ◽  
Effective Means ◽  
Functional Relation ◽  
Implementation Fidelity ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Training Tool ◽  
Students With Severe Disabilities

Coaching with live observation and immediate performance feedback is an effective means to train paraprofessionals, but might not always be feasible. We used a multiple baseline across participants design with six paraprofessionals who taught elementary students with severe disabilities to test the efficacy of two innovations designed to improve the feasibility of delivering feedback. We found a functional relation between delayed, video-based performance feedback and paraprofessional implementation fidelity of two systematic prompting strategies. Observing a colleague receive feedback did result in some improvement, but did not enable all paraprofessionals to meet the training criterion. These findings suggest that delayed, video-based feedback is an effective and feasible training tool, but only observing a colleague receive feedback might be insufficient.

Community-Referenced Instruction in a Technological Work Setting: A Vocational Education Option for Visually Handicapped Students

1985 ◽  
Vol 79 (10) ◽  
pp. 481-486
Author(s):  
Keith Storey ◽  
Sharon Zell Sacks ◽  
Jean Olmstead
Keyword(s):  
Vocational Training ◽  
Visually Impaired ◽  
Work Setting ◽  
Community Based ◽  
Career Opportunities ◽  
Functional Learning ◽  
Telephone Calls ◽  
Visually Handicapped ◽  
Multiple Probe ◽  
Vocational Training Program

Using a multiple probe research design, a visually impaired high school student learned a series of operator call tasks in the real work environment as part of a community-based, secondary vocational training program. Over a five-month period the student maintained and generalized ten different telephone calls at high rates of performance. Performance on live telephone call tasks was also high when compared to the office average. The benefits of such a program are described, and emphasize the importance of a functional learning model to prepare visually impaired individuals for successful career opportunities.

Vocational Training for Secondary-Level Students with Severe Disabilities

1993 ◽  
Vol 25 (4) ◽  
pp. 7-11 ◽  
Author(s):  
Daniel E. Steere ◽  
Robin Wood ◽  
Ernest L. Pancsofar ◽  
Ronald E. Rucker
Keyword(s):  
Vocational Training ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Students With Severe Disabilities

Service-Learning and Students With Severe Disabilities: Examining Participation and Curricular Goals

2019 ◽  
Vol 57 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Michelle L. Bonati ◽  
Stacy K. Dymond
Keyword(s):  
High School Students ◽  
Service Learning ◽  
Vocational Training ◽  
Severe Disabilities ◽  
School Students ◽  
Food Pantry ◽  
Faith Based ◽  
Students With Severe Disabilities ◽  
And Behavior

Abstract The purpose of this case study was to examine how students with severe disabilities participated in service-learning at a food pantry and the curricular goals they addressed. Service-learning is a form of experiential learning that blends classroom instruction with community service. Participants included 3 high school students with severe disabilities enrolled in a private faith-based school, 5 school staff, and the food pantry coordinator. Data were collected over a 6-month period from observations, interviews, and a focus group. Findings indicate students partially participated in service-learning with supports using a strengths-based approach. Barriers to participation included unclear paraprofessionals' roles, uncertain project priorities, and insufficient supports for communication and behavior. Curricular goals addressed emphasized Jewish values and functional skills. An extension of Furco's service-learning theoretical model is proposed to conceptualize service-learning as being situated along a continuum from supported volunteering to vocational training.

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