Direct Skills Teaching of Work-Related Conversational Skills for Individuals With Disabilities

Abstract

Work-related soft skills such as cultural awareness and effective communication, along with cognitive factors, influence success in school and in the workplace. This pilot study evaluated the feasibility of a small group intervention using the direct skills teaching (DST) approach to teach basic conversational skills in a work setting. A four-session group intervention using the “Conversing With Others” curriculum based on the DST approach was delivered to 146 participants in 22 groups by graduate counseling students. Participants reported greater confidence with engaging a coworker in conversation as well as high satisfaction with the group intervention in general. This pilot study provided data on the feasibility of this intervention and supported its use as a pedagogical tool for counselors-in-training.

Feasibility of Work-Related Interviewing and Conversational Skills Trainings for Individuals With Psychiatric Disabilities

“…In Study 2 ("Conversing with Others"), the Revised Perceived Conversation Easiness Questionnaire was a revised self-report measure (Lu et al, 2020b) used to obtain participants' perceptions of their conversational skills (Oursler, 2020). Sample questions included "I know how to start a conversation with people I do not know well.…”

“…In Study 2 (“Conversing with Others”), the Revised Perceived Conversation Easiness Questionnaire was a revised self-report measure (Lu et al, 2020b) used to obtain participants’ perceptions of their conversational skills (Oursler, 2020). Sample questions included “I know how to start a conversation with people I do not know well.”; “Part of having a good conversation is being a good listener”; and “There are some topics that are not good choices to talk about at work.” The internal consistency reliability was .67 in this study.…”

“…This study implemented two curricula ("Presenting Qualifications" and "Conversing with Others") among persons with psychiatric disorders who are receiving community mental health, vocational, or housing services. Both utilized DST as designed to help persons with psychiatric disabilities to communicate effectively to employers the skills that qualify them for a position (Oursler et al, 2019) or to engage in lunch time conversations with coworkers (Lu et al, 2020b). The study assessed the feasibility (i.e., acceptability and practicality) of the interventions in increasing perceived interview preparedness or in increasing perceived conversational ease with coworkers.…”

Conversational skills at work: Teaching small talk via telehealth to individuals with disabilities

“…By answering the following questions outlined above, the utility of this intervention intended to support the vocational rehabilitation (VR) needs of individuals with disabilities can be assessed (Lu et al., 2020). The present study aimed to address if: (a) the Conversing with Others intervention improved perceived comfort with workplace conversational skills and (b) if the intervention is feasible in terms of effectiveness and acceptability when delivered via telehealth groups as compared to in‐person groups of people with disabilities?…”

Involving Key Community Partners in the Implementation of Effective Practices

“…These are critical prerequisite skills students need to meet their postschool employment goals. Additionally, VR or other CRPs might provide direct instruction (DI; Engelmann, n.d.) in workplace conversation skills (Lu et al, 2019) or support implementation of selfmanagement strategies, such as a student self-evaluation sheet or visual schedule, during work-based learning experiences (e.g., paid internship, job shadowing) designed in collaboration with transition teachers and employers to help students further develop workplace readiness skills.…”