Three retarded adults who had minimal ability to tell time were trained to "time-manage." Each was given a card with clock face representations on which the hands of the clock were drawn, representing each trainee's assigned lunch and break times. Instruction was given before work to perform each of the required behaviors when the "real" clock matched the clock faces. Praise was given following correct responses, and reprimands, instruction, and, in some instances, delay or omission of the scheduled activity followed incorrect responses. Pre-instruction and instructional feedback were then sequentially withdrawn. Results indicated that the package consisting of pre-instruction, instructional feedback, and picture cues was effective in producing independent time management responding. When the first two components were withdrawn, two trainees maintained high levels of correct responding. Correct responding decreased for one trainee when pre-instruction was withdrawn. Reintroduction and subsequent withdrawal of the components resulted in maintenance by this trainee. Little improvement in time-telling ability resulted.

We examined mentally retarded individuals' use of picture cues and self-monitoring to initiate a series of tasks of varying type and order. Four severely to moderately retarded high school students participating in a vocational training program were trained to use a picture-cue system. The system consisted of photographs of vocational tasks that were inserted in the assigned order in a photoalbum sheet; self-management was accomplished by marking off each photo after its corresponding task was completed. Students were assigned seven tasks from a pool of 13 each day. Results indicated that the students quickly learned to use the picture-cue system to change tasks throughout their workday without trainer prompts and that performance was maintained as trainer feedback and presence were decreased. At the end of the study, two students who were exposed to novel photographs were able to initiate independently after only minimal training, suggesting that the use of the picture-cue system had become a generalized skill.

Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on career planning outcomes. An independent groups × repeated measures design was used. Significant differences were found between mentored and nonmentored students for measures of STEM-related knowledge, engagement, confidence, and general career planning confidence, but not for STEM-related and disability-related self-efficacy. Significant differences were not found between students assigned to mentors with or without disabilities. This study contributes to research that demonstrates the positive impact of mentoring on career planning for students with disabilities, including those related to STEM.

Very little systematic research has been conducted on mentoring of youth with disabilities, especially science, technology, engineering, and mathematics (STEM) mentoring. This article describes findings from a qualitative study, conducted as a component of an explanatory, sequential mixed-methods investigation of the outcomes and processes of a STEM mentoring intervention for high school–aged youth with disabilities, provided by mentors with and without disabilities. Focus groups were conducted with 30 youth, 30 parents, and 28 mentors following their participation in a randomized trial of a mentoring intervention. Key themes include the benefits of mentoring for STEM career development, especially for older youth; the importance of relationship development, encouraging guidance, and participation in experiential activities; and personality and interest compatibility in successful mentor–mentee matching.