Transition experience of special-education students with intellectual disabilities in the context of being prepared for employment

Cunningham, Nyree

Transition experience of special-education students with intellectual disabilities in the context of being prepared for employment

dc.contributor.advisor	Peltier, Corey
dc.contributor.author	Cunningham, Nyree
dc.contributor.committeeMember	Hong, Ji
dc.contributor.committeeMember	Williams-Diehm, Kendra
dc.contributor.committeeMember	Jones, John
dc.date.accessioned	2022-01-19T16:35:34Z
dc.date.available	2022-01-19T16:35:34Z
dc.date.issued	2021-12-17
dc.date.manuscript	2021-12-17
dc.description.abstract	Purpose: The purpose of this study was to examine the impact of modified self-determination forms on youth with Intellectual Disabilities and their work production while in secondary education. This study is a conceptual replication of the two separate experiences, “Increasing Self-Determination: Teaching Students to Plan, Work, Evaluate, and Adjust,” (Martin, et.al, 2003) and “Improving Supervisor Evaluations using Self-Determination Contracts” (Woods & Martin, 2004). Method: The method used in this study was a single-case design, specifically a multiple-probe design across participants. Results: The results demonstrate a small effect across participants. Conclusion: While the effect was small, social validity data suggest the teachers were encouraged by the opportunity to connect behavior the real world and employment experience.	en_US
dc.identifier.uri	https://hdl.handle.net/11244/333691
dc.language	en_US	en_US
dc.subject	Transition	en_US
dc.subject	Employment	en_US
dc.subject	Work Production	en_US
dc.subject	Intellectual Disability	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	Transition experience of special-education students with intellectual disabilities in the context of being prepared for employment	en_US
ou.group	Jeannine Rainbolt College of Education::Department of Educational Psychology	en_US
shareok.orcid	0000-0002-2111-6729	en_US