Peer-Mediated Literacy-Based Behavioral Interventions: A Job Coaching Strategy for Secondary Students With ASD

2018 ◽  
Vol 42 (2) ◽  
pp. 99-110
Author(s):  
Toby J. Honsberger ◽  
Michael P. Brady ◽  
Christine F. Honsberger ◽  
Kelly B. Kearney
Keyword(s):  
Secondary Students ◽  
Behavioral Interventions ◽  
Supported Employment ◽  
Autism Spectrum ◽  
Employment Preparation ◽  
Coaching Intervention ◽  
Work Routine ◽  
Job Coaching ◽  
Students With Autism ◽  
Community Environments

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.

Using an iPad job coaching intervention to enhance food preparation skills for individuals with developmental disabilities

2021 ◽  
pp. 1-15
Author(s):  
Kerri P. Morse ◽  
Charles Dukes ◽  
Michael P. Brady ◽  
Michael Frain ◽  
Mary Lou Duffy
Keyword(s):  
Developmental Disabilities ◽  
Supported Employment ◽  
Food Preparation ◽  
Use Of Technology ◽  
Coaching Intervention ◽  
Specific Protocol ◽  
Skill Performance ◽  
Job Coaching ◽  
Employment Programs ◽  
Video Model

BACKGROUND: Technology is portable, affordable, and accessible, making it a viable support option for people with disabilities in the workplace. In the past, many supported employment programs relied on natural and paid job coaching supports with little to no use of technology. OBJECTIVE: The purpose of this two-experiment study was to investigate the use of a portable multimedia device to teach seven young adults with developmental disabilities to increase independence and decrease dependence on coaching prompts while performing a food preparation task. METHODS: Participants adhered to an industry specific protocol while using an application on an iPad that provided audio and video prompts. A multiple baseline across participants was used to show effects of the intervention on task performance and reliance on prompts. RESULTS: All participants were able to follow directions delivered to complete tasks accurately, while reducing the need for simultaneous coaching prompts. Maintenance probes were added to Study 2, and for two of three participants, newly acquired skills were maintained for eight weeks. CONCLUSIONS: Results from both studies indicated that using the iPad application to video model tasks was effective in improving and maintaining accurate skill performance, while reducing the need for prompts.

scholarly journals Functionality, Impact, and Satisfaction of a Web-Based and Mobile Application Support Program for Students with Autism Spectrum Disorder

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Monica Bellon-Harn ◽  
Vinaya Manachaiah
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Mobile Application ◽  
College Graduates ◽  
The United States ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Support Program ◽  
Web Based ◽  
Students With Autism

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.

Customer Service Skill Development for Students With Autism Spectrum Disorder Using Video Modeling

2018 ◽  
Vol 42 (4) ◽  
pp. 246-252 ◽  
Author(s):  
Leslie Ann Bross ◽  
Thomas L. Zane ◽  
Ryan O. Kellems
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Customer Service ◽  
Video Modeling ◽  
Skill Development ◽  
Employment Outcomes ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Students With Autism

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.

scholarly journals COMPARING STUDENT BEHAVIORS AND SCHOOL SATISFACTION BETWEEN STUDENTS WITH AUTISM SPECTRUM DISORDER AND TYPICALLY DEVELOPING PEERS

2020 ◽  
Vol 6 (4) ◽  
Author(s):  
Gianna DeToro ◽  
Catherine Knowlden ◽  
Karen H. Larwin
Keyword(s):  
Autism Spectrum Disorder ◽  
Behavior Problems ◽  
Behavioral Interventions ◽  
Autism Spectrum ◽  
School Satisfaction ◽  
Typically Developing ◽  
Student Behaviors ◽  
Education Study ◽  
Students With Autism ◽  
Using Data

School satisfaction for families of students with autism is a well-researched area. However, research comparing levels of school satisfaction and the number of behavioral incidences between students with autism and typically developing peers is imperative to ascertain the effectiveness of behavioral interventions and how they relate to school satisfaction. This study seeks to answer two questions: (1) Is there a difference in the number of behavior problems for students with autism compared to typically developing peers, and (2) Is there a difference in school satisfaction and satisfaction with discipline for students with autism compared to typically developing peers? Using data from the NCES National Household Education Surveys Program of 2016 Our Children’s Future: A Survey of Young Children’s Care and Education study, statistical analyses showed that there were significant differences between the number of times contacted about behavior problems for students with behavior problems and typically developing peers. However, there were no significant differences in levels of school satisfaction or satisfaction of discipline for students with autism compared to typically developing peers. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

Technology use as a support tool by secondary students with autism

Autism ◽  
2017 ◽  
Vol 22 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Susan H Hedges ◽  
Samuel L Odom ◽  
Kara Hume ◽  
Ann Sam
Keyword(s):  
Autism Spectrum Disorder ◽  
Secondary Students ◽  
Technology Use ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Report ◽  
Survey Study ◽  
Future Research ◽  
Support Tool ◽  
Students With Autism

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

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