Further Examination of Covert Audio Coaching on Improving Employment Skills among Secondary Students with Autism

Bennett, Kyle D.; Ramasamy, Rangasamy; Honsberger, Toby

doi:10.1007/s10864-013-9168-2

Cited by 51 publications

(47 citation statements)

References 24 publications

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“…Four studies taught participants the skill of wearing a "WalkAround" costume and promoting stores or entertaining customers (Allen et al 2010a(Allen et al , b, 2012Burke et al 2010). Photocopying skills were targeted in two studies (Bennett et al 2013c;Bereznak et al 2012), one of which also taught additional vocational skills of using a washing machine and making noodles (Bereznak et al 2012). Interview skills were successfully taught in one study (Strickland et al 2013).…”

Section: Impact Studiesmentioning

confidence: 99%

Employment and Vocational Skills Among Individuals with Autism Spectrum Disorder: Predictors, Impact, and Interventions

Walsh

Lydon

Healy

2014

Rev J Autism Dev Disord

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Much research has been devoted to early intervention for individuals with autism spectrum disorder (ASD), with a lesser emphasis on research examining the outcomes for, or support of, these individuals as they reach employment age. Historically, employment opportunities for individuals with ASD have been limited. The current literature review sought to investigate the existing predictors and impact of employment or vocational placements among persons with ASD. Interventions described in the literature to teach individuals with ASD employment or vocational skills were also assessed. A total of 26 studies were reviewed, and results indicate that there is limited extant research on employment and vocational skills among individuals with ASD. However, it was found that employment positively impacted on the quality of life, cognitive functioning, and well-being of participants with ASD. Predictors of employment were found to be a complex interplay of personal and external factors. All interventional studies reported improvements in the vocational skills targeted, although a limited range of skills have been taught across these studies. The implications of these findings for individuals with ASD and future research in this area are discussed.

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Section: Impact Studiesmentioning

confidence: 99%

Employment and Vocational Skills Among Individuals with Autism Spectrum Disorder: Predictors, Impact, and Interventions

Walsh

Lydon

Healy

2014

Rev J Autism Dev Disord

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“…A fourth practice, task analysis, involves breaking a skill into small, manageable steps and teaching each step to a child in a systematic manner (Cooper et al, 2007). Bennet, Ramasamy, and Honsberger (2013) used a task analysis to teach students to use a folding board to fold T-shirts. Finally, modeling makes use of observational learning (Bandura, 1965) by having a child observe and learn from a model.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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iii Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent (2015) showed that poor adaptive behavior in individuals with ASD was the strongest predictor of unemployment, social isolation, depression, and lower overall quality of life in adulthood. THE EFFECTS OF TWO VIDEO MODELING INTERVENTIONS ON THE INDEPENDENT LIVING SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITYFinally, Taylor and Mailick (2013) found that, over a 10-year period, the educational and vocational activities of individuals with ASD between the ages of 18 and 52 remained at a staggering halt or demonstrated a steady downward trend. More importantly, the authors found a strong correlation between poor independent living skills and a decline in participation of educational and vocational activities (Taylor & Mailick, 2013).Evidence emphasizes the fact that adaptive and independent living skills strongly predict independent living outcomes for adults with disabilities such as ASD and ID. Findings speak to the importance of addressing adaptive behavior and independent living skills in children and adolescents with ASD and ID to better prepare them for the unavoidable transition to adulthood. Improving independent living skills not only benefits individuals with disabilities but also their families.When it comes to best practices for instructing students with ASD and ID, the importance of using systematic instruction cannot be overstated. Systematic instruction is a set of evidence- 4 A fourth practice, task analysis, involves breaking a skill into small, manageable steps and teaching each step to a child in a systematic manner (Cooper et al., 2007). Bennet, Ramasamy, and Honsberger (2013) used a task analysis to teach students to use a folding board to fold T-shirts. Finally, modeling makes ...

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“…Implement CAC following the schedule of praise, correction, and antecedent prompting statements developed during step 6 of the precoaching phase (e.g., Allen et al, 2012;Price et al, 2002). Adjust the ratio or complexity of the coaching statements if the student is not responding as desired (Bennett et al, 2013b).…”

Section: Precoaching For Sophiamentioning

confidence: 99%

“…Moreover, individuals with disabilities respond well to immediate feedback (Scheeler et al, 2010). Covert audio coaching combines the equipment found in natural employment set-tings with immediate feedback, and this combination has strengthened the skills of some adolescents and adults with disabilities (Allen et al, 2012;Bennett et al, 2013b). Importantly, CAC is not intended to supplant other teaching strategies, and it may not be applicable in all situations.…”

Section: Final Thoughtsmentioning

confidence: 99%

Improving Vocational Skills of Students with Disabilities

Bennett¹

2013

TEACHING Exceptional Children

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Further Examination of Covert Audio Coaching on Improving Employment Skills among Secondary Students with Autism

Cited by 51 publications

References 24 publications

Employment and Vocational Skills Among Individuals with Autism Spectrum Disorder: Predictors, Impact, and Interventions

Employment and Vocational Skills Among Individuals with Autism Spectrum Disorder: Predictors, Impact, and Interventions

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Improving Vocational Skills of Students with Disabilities

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