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

被引:8
|
作者
Wenzel, John D. [1 ]
Fisher, Marisa H. [1 ]
Brodhead, Matthew T. [1 ]
机构
[1] Michigan State Univ, E Lansing, MI 48824 USA
关键词
job coaches; task analysis; simultaneous prompting; system of least prompts; supported employment; EMPLOYMENT; YOUTH; STUDENTS; OUTCOMES; SKILLS;
D O I
10.1177/21651434211041918
中图分类号
G76 [特殊教育];
学科分类号
040109 ;
摘要
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.
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页码:71 / 85
页数:15
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