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

Author(s):  
John D. Wenzel ◽  
Marisa H. Fisher ◽  
Matthew T. Brodhead

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.

2018 ◽  
Vol 23 (4) ◽  
pp. 567-580 ◽  
Author(s):  
Grace Ryan ◽  
Shelley Brady ◽  
Jennifer Holloway ◽  
Helena Lydon

The current research evaluates the effectiveness of a behavioral skills training (BST) package used to increase appropriate conversation interactions for six adults with autism spectrum disorder (ASD). Deficits in the area of social skills can become a significant feature for individuals with disabilities and in particular for those with ASD. A multiple probe design across participant dyads was employed to examine the effects of the intervention on conversation interactions. The BST package was delivered in small group instruction and included (i) instructions about having a conversation, (ii) modeling a conversation, (iii) practicing a conversation, and (iv) feedback on performance during each session. Results indicated that BST was effective for increasing appropriate conversation interactions for all six participants, and maintenance was evident 4 weeks post intervention. The findings were discussed in relation to the importance of social interactions and communication amongst this population.


2019 ◽  
Vol 19 (3) ◽  
pp. 247-260 ◽  
Author(s):  
Michael P. Kranak ◽  
Marnie N. Shapiro ◽  
Mary R. Sawyer ◽  
Neil Deochand ◽  
Nancy A. Neef

2017 ◽  
Vol 10 (4) ◽  
pp. 355-362 ◽  
Author(s):  
Lindsay Maffei-Almodovar ◽  
Gina Feliciano ◽  
Daniel M. Fienup ◽  
Peter Sturmey

2018 ◽  
Vol 28 (2) ◽  
pp. 187-203 ◽  
Author(s):  
Nicole Lee ◽  
Jason C. Vladescu ◽  
Kenneth F. Reeve ◽  
Kathryn M. Peterson ◽  
Antonia R. Giannakakos

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