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

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.

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

Career Development and Transition for Exceptional Individuals ◽

10.1177/2165143418808508 ◽

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.

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Community-Based Nonwork Supports: Findings From the National Survey of Day and Employment Programs for People With Developmental Disabilities

Intellectual and Developmental Disabilities ◽

10.1352/2008.46:456-467 ◽

2008 ◽

Vol 46 (6) ◽

pp. 456-467 ◽

Cited By ~ 5

Author(s):

Jennifer Sullivan Sulewski ◽

John Butterworth ◽

Dana Gilmore

Keyword(s):

Developmental Disabilities ◽

Intellectual Disabilities ◽

National Survey ◽

Supported Employment ◽

People With Disabilities ◽

Community Based ◽

Paid Employment ◽

Employment Programs ◽

Day Services ◽

Survey Responses

Abstract This article presents findings on community-based nonwork (CBNW; activities that do not involve paid employment but take place in the community) from a 2001 survey of state intellectual disabilities/developmental disabilities agency directors. Survey responses indicated that CBNW is a considerable and growing part of the day services mix but that it is loosely defined with respect to requirements, activities, populations served, and goals. Although CBNW has the potential to enhance the lives of people with disabilities, these findings raise some concerns, including how quality can be assured when supports are loosely defined, how CBNW can be provided without taking resources away from supported employment, and whether community connections can be made when people are supported in groups.

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The Work Experiences of Individuals with Mental Illness and Addiction Issues in Supported Employment Programs

PsycEXTRA Dataset ◽

10.1037/e506852013-143 ◽

2012 ◽

Author(s):

Janki Shankar ◽

Rosalyn Zulla ◽

Kathleen Taubensee ◽

Komala Pepin

Keyword(s):

Mental Illness ◽

Supported Employment ◽

Work Experiences ◽

Employment Programs ◽

Supported Employment Programs

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Good fences make good neighbors: Collaborating with families to create employment opportunity

Journal of Vocational Rehabilitation ◽

10.3233/jvr-211137 ◽

2021 ◽

pp. 1-5

Author(s):

Bethany Chase

Keyword(s):

Parent Involvement ◽

Developmental Disabilities ◽

Supported Employment ◽

Employment Opportunity ◽

Job Seekers ◽

Employment Success ◽

Job Match ◽

Employment Supports ◽

Job Coaches ◽

Employment Specialists

BACKGROUND: Collaboration between supported employment providers and parents/guardians of job seekers with intellectual and/or developmental disabilities is key to employment success. However, parents are often concerned about the efficacy of employment supports or the capacity of the professionals providing the service. Likewise, job coaches may consider certain kinds of parent involvement as detrimental to a successful job match. OBJECTIVE: This article provides context for why parents/guardians may be distrustful of the employment process, as well as why employment specialists may struggle to build strong partnerships with parents/guardians. METHODS: This article will discuss how to implement practices that not only welcome the critical input of families, but also maintain healthy and well-defined boundaries that affirm the autonomy, professionalism, and competence of the worker.

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