VIDEO MODELING AND PRINTED VISUAL SUPPORT: WHICH INTERVENTION WORKS BEST FOR STUDENTS WITH DISABILITIES TO LEARN EMPLOYMENT SKILLS?

Abstract

Students with autism spectrum disorder and intellectual disabled need extra interventions as they graduate high school and become completely integrated employed. Targeted programs do exist but are they teaching the important skills to help promote student success. With the authorization of WIOA, schools are now expected to take a hands-on approach with preparing students with disabilities for a productive and meaningful life after high school. The purpose of this study was to analyze the impact of video modeling and printed visual supports applied to a work/employment study for students with disabilities. Study participants included five high school students enrolled in a transition program who receive one-to-one support in the workplace. Students volunteered to be part of this specific transition program as opposed to attending their home schools. Students ranged from 16 to 18 years of age. All students identified as male, were enrolled in their junior or senior years of high school, and were diagnosed with either ID or ASD. The effectiveness of this study was evaluated using an alternating treatment design. Results indicated that both interventions were able to increase the percentage of task correct, lessen prompting, and helped students’ complete tasks in a time frame identified by the employer.