Video-Based Intervention to Improve Storytelling Ability in Job Interviews for College Students With Autism

2020 ◽  
pp. 216514342096185
Author(s):  
Vidya D. Munandar ◽  
Leslie A. Bross ◽  
Kathleen N. Zimmerman ◽  
Mary E. Morningstar
Keyword(s):  
College Students ◽  
Social Communication ◽  
Functional Relation ◽  
Support Needs ◽  
Job Seekers ◽  
Job Interviews ◽  
Interviewing Skills ◽  
Students With Autism ◽  
Behavior Description ◽  
Multiple Probe

Job seekers with autism will likely benefit from explicit instruction in job interviewing skills given their social communication support needs. The purpose of this study was to examine the effects of a video-based intervention (VBI) to increase storytelling ability in responding to Patterned Behavior Description Interview (PBDI) questions in mock job interviews for college students with autism. This type of question is increasingly used in job interviews as a tool to select and hire candidates. A concurrent multiple-probe across participants design was used for four college students with autism (aged 19–38 years). Results indicated a functional relation between VBI and storytelling abilities was present for all participants. Implications for practice and research related to enhancing the job interviewing skills of college students with autism are discussed.

Teaching Virtual Job Interview Skills to College Students With IDD Using Literacy-Based Behavioral Interventions

2021 ◽  
pp. 216514342198940
Author(s):  
Angelica Downey ◽  
Ayse Torres ◽  
Kelly B. Kearney ◽  
Michael P. Brady ◽  
Joshua Katz
Keyword(s):  
College Students ◽  
Social Skills ◽  
Behavioral Interventions ◽  
Probe Design ◽  
Video Conference ◽  
Intellectual And Developmental Disabilities ◽  
Job Interviews ◽  
Job Interview ◽  
Multiple Probe ◽  
Job Interview Skills

College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students’ input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction.

Teaching Social Scripts to Improve Social Communication for Students With Autism Spectrum Disorder

2021 ◽  
pp. 004005992110220
Author(s):  
Gretchen Scheibel ◽  
Zijie Ma ◽  
Jason C. Travers
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Communication ◽  
Challenging Behaviors ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Evidence Based ◽  
Academic Difficulties ◽  
Evidence Based Practices ◽  
Social Scripts ◽  
Students With Autism

Students with Autism Spectrum Disorder are likely to demonstrate social impairments that contribute to challenging behaviors and academic difficulties. As a result, the task of improving social communication skills is a critical component to any educational program for this population. Scripting provides an evidence-based and versatile option for improving social communication, yielding valuable results while requiring limited time and resource preparation from educators. In this article, we present step by step guidance to support practitioners in using scripting interventions. Considerations are discussed for adapting this intervention to meet the needs of students across the autism spectrum and links to resources for strengthening implementation and including other evidence-based practices.

Building Professionals’ Capacity: The Cascading Coaching Model

2021 ◽  
pp. 109830072110392
Author(s):  
Moon Y. Chung ◽  
James D. Lee ◽  
Hedda Meadan ◽  
Michelle M. Sands ◽  
Ban Sleiman Haidar
Keyword(s):  
Professional Development ◽  
Single Case ◽  
Family Engagement ◽  
Functional Relation ◽  
Professional Organizations ◽  
Probe Design ◽  
Intervention Package ◽  
Coaching Model ◽  
Behavior Analysts ◽  
Multiple Probe

The importance of family engagement in their children’s education and treatment is emphasized by researchers, professional organizations, and legislatures. Providing services with caregivers via telepractice has gained more support and is becoming especially timely due to the current pandemic and social distancing requirements. Professionals, such as board-certified behavior analysts (BCBAs), who work with caregivers with children with disabilities may benefit from receiving professional development on strategies for building better rapport with caregivers and coaching them to bring about maximum clinical efficacy. The current pilot study replicated an earlier study by Meadan et al. to examine the effects of the Coaching Caregiver Professional Development (CoCarePD) intervention package, in which BCBAs received training and coaching from researchers via telepractice, on their caregiver coaching practices. A single-case, multiple-probe design study across three BCBAs was conducted, and findings support a functional relation between the CoCarePD and BCBAs’ use of coaching practices.

Teaching Personal Finance Mathematical Problem Solving to Individuals With Moderate Intellectual Disability

2016 ◽  
Vol 40 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Jenny Root ◽  
Alicia Saunders ◽  
Fred Spooner ◽  
Chelsi Brosh
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Personal Finance ◽  
Future Research ◽  
School Students ◽  
Problem Solving Skills ◽  
Mathematical Problems ◽  
Based Instruction ◽  
Multiple Probe

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction (MSBI) on personal finance problem solving skills, purchasing an item on sale or leaving a tip, and using a calculator or iDevice (i.e., iPhone or iPad) for three middle school students diagnosed with a moderate ID. The results showed a functional relation between MSBI using a calculator on the participant’s ability to solve addition and subtraction personal finance word problems and generalize to iDevices. The findings of this study provide several implications for practice and offer suggestions for future research.

Self-Monitoring to Support the Goals of Students With Autism on College Campuses

2021 ◽  
pp. 004005992110525
Author(s):  
Emma K. Watson ◽  
Leslie Ann Bross ◽  
Jonathan M. Huffman
Keyword(s):  
College Students ◽  
Postsecondary Education ◽  
Service Providers ◽  
Autism Spectrum ◽  
College Instructors ◽  
Transition Age Youth ◽  
Self Monitoring ◽  
Tangible Object ◽  
Students With Autism ◽  
Pencil And Paper

The purpose of this article is to present a step-by-step process for using self-monitoring to support college students with autism spectrum disorder (ASD) to achieve a variety of goals. Self-monitoring can be used with no technology (e.g., pencil and paper, tangible object placement) or technology-based applications (e.g., interval timers, mobile applications) in non-obtrusive and socially valid ways. College instructors, inclusive postsecondary education (IPSE) program staff, disability office support staff, and other service providers may use this article to guide in the design and implementation of a self-monitoring intervention for college students with ASD. As increasing numbers of transition-age youth with ASD are pursuing higher education, it is important to identify and disseminate a variety of interventions to enhance their college experiences, and self-monitoring is a viable intervention to consider.

Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities

2020 ◽  
pp. 001440292094764
Author(s):  
Matthew E. Brock ◽  
Mary A. Barczak ◽  
Eric J. Anderson ◽  
Nichole M. Bordner-Williams
Keyword(s):  
Functional Relation ◽  
Implementation Fidelity ◽  
Training Model ◽  
Severe Disabilities ◽  
Performance Criterion ◽  
Performance Criteria ◽  
Probe Design ◽  
Group Training ◽  
Students With Severe Disabilities ◽  
Multiple Probe

Existing approaches for training paraeducators rely heavily on intensive one-to-one coaching and may not be feasible in practice. In this study, we test a tiered training model in which all paraeducators first received group training, and then coaching was provided only for the subset who did not meet performance criteria after group training. Using a concurrent multiple-probe design staggered across classrooms, we demonstrated a functional relation between the tiered model and implementation fidelity of two systematic prompting strategies across 13 paraeducators in five schools. Nine paraeducators achieved the performance criterion for both practices with group training alone, and the remaining four met the criterion after teacher-delivered coaching. In addition, paraeducators generalized implementation to new situations, and students with severe disabilities who received instruction made progress on individualized goals. Based on these findings, a tiered training model is a feasible and promising means to train paraeducators.

The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability

2019 ◽  
Vol 34 (4) ◽  
pp. 269-283
Author(s):  
Belva C. Collins ◽  
Diane M. Browder ◽  
Kathryn L. Haughney ◽  
Caryn Allison ◽  
Kathy Fallon
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Listening Comprehension ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dependent Variables ◽  
Computer Aided ◽  
Students With Autism ◽  
Comprehension Intervention

In this study, a computer-aided listening comprehension intervention package supported both listening comprehension and communication goals for three students with autism spectrum disorder (ASD) and intellectual disability (ID). The package consisted of systematic instruction (i.e., system of least prompts [SLP] procedure) to teach listening comprehension, an iPad-supported electronic communication book, and a peer support arrangement. The students with ASD and ID who participated in the study increased both listening comprehension and communication skills, while showing an increase in generalizing communication turns to interactions with their peers without disabilities. The researchers found a functional relation between the SLP procedure and both dependent variables. All three participants experienced concurrent growth between the dependent variables, implying a connection between text-based listening comprehension and communication outcomes. Further implications for academic instruction for students with ASD who use augmentative and alternative communication as well as for future inquiry concerning cross-modal generalization to social communication discourse are discussed.

Reading Beyond the Book: Educating Paraprofessionals to Implement Dialogic Reading for Preschool Children With Language Impairments

2019 ◽  
Vol 40 (2) ◽  
pp. 68-83
Author(s):  
Jacqueline A. Towson ◽  
Katherine B. Green ◽  
Diana L. Abarca
Keyword(s):  
Preschool Children ◽  
Single Case ◽  
Functional Relation ◽  
Dialogic Reading ◽  
Expressive Vocabulary ◽  
Single Word ◽  
Preschool Classrooms ◽  
Vocabulary Skills ◽  
Variable Fidelity ◽  
Multiple Probe

We examined how educating paraprofessionals in preschool classrooms on dialogic reading (DR) affected their storybook reading and effects on children’s single word vocabulary. Through a single-case multiple-probe across participants design including four paraprofessionals and eight preschool children, we identified a functional relation between educating paraprofessionals in DR and implementation of the CROWD prompts; yet, no functional relation was observed for the implementation of the evaluate, expand, and repeat strategies. Data collected on children’s expressive near-transfer vocabulary showed all but one child made minimal gains from baseline to intervention, whereas receptive data remained stable for six participants. Results suggested that paraprofessionals implemented the strategies of DR with variable fidelity following a singular training and in-text supports. Additional supports may be necessary for all aspects of the intervention and generalization to be implemented with fidelity and for improvement to carryover to both receptive and expressive vocabulary skills for children.

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