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

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.