Using Mnemonics, Remote Coaching, and the Range-Bound Changing Criterion Design to Teach College Students with IDD to Make Employment Decisions
| Title: | Using Mnemonics, Remote Coaching, and the Range-Bound Changing Criterion Design to Teach College Students with IDD to Make Employment Decisions |
|---|---|
| Language: | English |
| Authors: | Brady, Michael P., Kearney, Kelly B., Downey, Angelica, Torres, Ayse, McDougall, Dennis |
| Source: | Education and Training in Autism and Developmental Disabilities. Sep 2022 57(3):303-319. |
| Availability: | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.daddcec.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Intellectual Disability, Developmental Disabilities, College Students, Coaching (Performance), Educational Technology, Mnemonics, Teaching Methods, Decision Making, Skill Development, Intervention, Program Effectiveness, Employment, Technology Uses in Education |
| Assessment and Survey Identifiers: | Wechsler Adult Intelligence Scale |
| ISSN: | 2154-1647 |
| Abstract: | Adults with intellectual and developmental disability (IDD) increasingly are accessing inclusive college programs to gain academic and employment preparation for future community living. Decision-making and self-determination are two inter-related skills taught in these programs. In this study, we investigated an intervention that combined remote audio coaching (RAC) and a mnemonic strategy to teach employment decision-making skills to three college students with IDD. We evaluated the intervention using the range-bound changing criterion design to assess students' stepwise progress. All students substantially increased their employment decision-making skills, generalized those skills to a novel job coach who was not part of the intervention, and maintained the skills after the intervention was removed. We discuss implications of the procedures and results of this decision-making intervention, as well as the goodness-of-fit of the experimental design for evaluating controlled, gradual skill increases. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Access URL: | https://www.daddcec.com/etadd.html |
| Accession Number: | EJ1357369 |
| Database: | ERIC |
| ISSN: | 2154-1647 |
|---|---|
| Published in: | Education and Training in Autism and Developmental Disabilities |
| Language: | English |