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

LeForce, Loni

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

dc.contributor.advisor	Williams-Diehm, Kendra
dc.contributor.author	LeForce, Loni
dc.contributor.committeeMember	Carr, R. Nicolle
dc.contributor.committeeMember	Miller, Christina
dc.contributor.committeeMember	Peltier, Corey
dc.contributor.committeeMember	Robbins, Rockey
dc.date.accessioned	2020-05-05T18:48:33Z
dc.date.available	2020-05-05T18:48:33Z
dc.date.issued	2020-05
dc.date.manuscript	2020-05-01
dc.description.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.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/324182
dc.language	en_US	en_US
dc.subject	Special education	en_US
dc.subject	Transition	en_US
dc.subject	Workplace	en_US
dc.subject	Task analysis	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	VIDEO MODELING AND PRINTED VISUAL SUPPORT: WHICH INTERVENTION WORKS BEST FOR STUDENTS WITH DISABILITIES TO LEARN EMPLOYMENT SKILLS?	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Psychology	en_US