Efficacy of training job coaches to implement evidence-based instructional strategies

Brock, Matthew E.; Cannella-Malone, Helen I.; Schaefer, John M.; Page, E. Justin; Andzik, Natalie R.; Seaman, Rachel L.

doi:10.3233/jvr-160835

Cited by 13 publications

(23 citation statements)

References 27 publications

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“…Third, similar to the findings from Brock et al (2016), Mr. Watson did not initially generalize certain portions of his training to the intervention sessions (i.e., video creation) or the generalization sessions (i.e., video creation and video prompting with error correction implementation sessions). As with Brock et al (2016), brief verbal feedback addressed this issue in both the intervention and generalization sessions, and Mr. Watson immediately implemented these components with 100% accuracy. Future researchers should seek to clarify this instruction during training and provide multiple exemplars to avoid a “train and hope” approach (Stokes & Baer, 1977).…”

Section: Discussionmentioning

confidence: 58%

Section: Limitations and Future Directionsmentioning

confidence: 58%

“…Although Mr. Watson quickly acquired the skills to teach one target skill, he struggled in some ways to target a second skill without additional training. Similar to the findings of Brock et al (2016), he initially had difficulty generalizing the training from a contrived training environment to an applied teaching environment without postsession feedback. Generalization is a ubiquitous concept that applies to all learners, including practitioners.…”

Section: Discussionmentioning

confidence: 68%

“…As with Brock et al (2016), brief verbal feedback addressed this issue in both the intervention and generalization sessions, and Mr. Watson immediately implemented these components with 100% accuracy. Future researchers should seek to clarify this instruction during training and provide multiple exemplars to avoid a "train and hope" approach (Stokes & Baer, 1977).…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill

Seaman-Tullis

Cannella-Malone

Brock

2018

Focus Autism Other Dev Disabl

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Very few individuals with autism spectrum disorder (ASD) have been trained in the vocational skills needed to obtain gainful employment. Moreover, although there is an abundance of research evaluating the practice of training practitioners of students with ASD to use evidence-based practices to teach a wide variety of skills, there have been few that apply this training to the acquisition of vocational tasks. This study uses a multiple-baseline-across-behaviors design to evaluate the training methods used to train a paraprofessional in the preparation and implementation of video prompting and error correction with his student with ASD. Furthermore, the behavior and learning of both the paraprofessional and student are measured. Results indicate that the training package resulted in increased video prompting implementation behavior for the paraprofessional, as well as corresponding, increased vocational skill behavior for the student.

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Section: Discussionmentioning

confidence: 58%

Section: Limitations and Future Directionsmentioning

confidence: 58%

Section: Discussionmentioning

confidence: 68%

Section: Limitations and Future Directionsmentioning

confidence: 99%

See 2 more Smart Citations

Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill

Seaman-Tullis

Cannella-Malone

Brock

2018

Focus Autism Other Dev Disabl

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, when secondary students with disabilities engage in work-based problem behaviors on the job, it presents barriers for job coaches to provide effective instruction and job coaching. Further, job coaches typically do not have extensive training or experience using evidence-based instructional strategies in daily practice (Brock et al, 2016). Therefore, local education agencies, schools, and vocational rehabilitation personnel should identify methods for providing professional development to personnel providing WBLEs to students with disabilities to ensure these personnel are effectively prepared to support students on the job.…”

Section: Implications For Practicementioning

confidence: 99%

Experimental analysis of multi-component intervention to support youth in integrated work settings

Mazzotti¹,

Kittelman²,

Bromley³

et al. 2020

JVR

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BACKGROUND: Work-based learning experiences provide secondary students meaningful opportunities to acquire skills needed for long-term employment. Students with disabilities engaging in problem behaviors on the job are vulnerable to having employment opportunities reduced or terminated. One way to develop appropriate work-based behaviors that may promote long-term, competitive integrated employment is to address problem behaviors in high school to ensure students enter the workforce career ready. OBJECTIVE: The purpose of this study was to examine the effects of a function-based, self-determined multi-component intervention on the reduction of work-based problem behaviors for secondary youth with disabilities. METHODS: This study used a single-case A-B-A-B withdrawal design to examine the effects of the intervention on two student participants' off-task, work-based problem behaviors. RESULTS: Based on visual analysis of graphed data, results indicated a functional relation between the function-based, self-determined multi-component intervention and decrease in off-task, work-based problem behaviors for each student participant. The intervention was rated as socially valid by students and job coaches. CONCLUSIONS: This study provides empirical evidence to support implementation of using FBAs and self-determination interventions in combination during work-based learning experiences to decrease work-based problem behaviors for secondary students with disabilities. Limitations and implications for future research and practice are discussed.

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Training Parents and Staff to Implement Interventions to Improve the Adaptive Behavior of Their Children with Intellectual and Developmental Disability

Hansen

DeMarco

Etchison

2021

Adaptive Behavior Strategies for Individuals With Intellectual and Developmental Disabilities

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Efficacy of training job coaches to implement evidence-based instructional strategies

Cited by 13 publications

References 27 publications

Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill

Training a Paraprofessional to Implement Video Prompting With Error Correction to Teach a Vocational Skill

Experimental analysis of multi-component intervention to support youth in integrated work settings

Training Parents and Staff to Implement Interventions to Improve the Adaptive Behavior of Their Children with Intellectual and Developmental Disability

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