Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks

Dotto-Fojut, Kim M.; Reeve, Kenneth F.; Townsend, Dawn Buffington; Progar, Patrick R.

doi:10.1016/j.rasd.2010.09.012

Cited by 36 publications

(32 citation statements)

References 15 publications

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“…Consistent with previous research, findings demonstrate that students with ASD can learn to problem-solve (Agran et al, 2002;Bauminger, 2002;Bernard-Opitz et al, 2001). Findings also confirmed that providing students with multiple opportunities to complete problem-solving steps (Agran et al, 2002;Bernard-Opitz et al, 2001;Dotto-Fojut et al, 2011) is likely to improve skill performance. Overall, results suggest that embedding opportunities for problem solving within a functional curriculum improves students' independent performance on vocational tasks.…”

Section: Discussionsupporting

confidence: 62%

Improving Problem-Solving Performance of Students With Autism Spectrum Disorders

Yakubova

Taber‐Doughty

2016

Focus Autism Other Dev Disabl

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The effectiveness of a multicomponent intervention to improve the problem-solving performance of students with autism spectrum disorders (ASD) during vocational tasks was examined. A multiple-probe across-students design was used to illustrate the effectiveness of point-of-view video modeling paired with practice sessions and a self-operated cue sheet to solve problems encountered during vocational tasks. Following intervention, all students improved performance and generalized problem-solving skills to a second untrained setting. Three of four students maintained performance at a 6-week follow-up. Overall, evidence indicated that students with ASD could learn to engage in problem solving independently following the intervention.

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Section: Discussionsupporting

confidence: 62%

Improving Problem-Solving Performance of Students With Autism Spectrum Disorders

Yakubova

Taber‐Doughty

2016

Focus Autism Other Dev Disabl

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“…Similar to Dotto‐Fojut et al (), three categories of problems that can arise during vocational tasks were targeted: missing items, broken items, and mismatched items. To teach discrimination of problem versus nonproblem scenarios in each category, all tasks had a typical problem‐free scenario and a problem scenario.…”

Section: Methodsmentioning

confidence: 99%

“…Past problem‐solving research taught (a) adolescents with autism to approach an experimenter, describe a problem, and request assistance (Dotto‐Fojut, Reeve, Townsend, & Progar, ), (b) typically developing children to problem solve by stating rules or visual imagining to answer categorization questions (Kisamore, Carr, & LeBlanc, ; Sautter, LeBlanc, Jay, Goldsmith, & Carr, ), (c) individuals with intellectual disabilities to problem solve through common workplace problems via self‐instructions (Hughes, Hugo, & Blatt, ; Hughes & Rusch, ), (d) adolescents with intellectual disabilities rules for problem solving during social situations in the workplace (Park & Gaylord‐Ross, ), and (e) a child with autism analytical thinking skills for reading comprehension and math task completion (Ferris & Fabrizio, ). Several of the strategies evaluated to date involved complex vocal–verbal behavior (e.g., rules), which may be difficult for individuals with limited vocal–verbal skills to acquire, or did not teach skills for independent problem solving (e.g., Dotto‐Fojut et al, ). Thus, research is needed on other types of problem‐solving strategies.…”

mentioning

confidence: 99%

Effects of a problem‐solving strategy on the independent completion of vocational tasks by adolescents with autism spectrum disorder

Lora

Kisamore

Reeve

et al. 2019

J of App Behav Analysis

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Individuals with autism spectrum disorder (ASD) often have few employment opportunities and a lower job quality than individuals of typical development. Social deficits and lack of independence may contribute to underemployment and unemployment of individuals with ASD. The ability to solve problems might ameliorate some of these barriers. We taught four adolescents with ASD a problem-solving strategy (i.e., use of a textual activity schedule) to assist with independent completion of vocational tasks in the face of three types of problems (e.g., missing or broken items) and nonproblem situations. Following introduction of the problem-solving strategy, all four participants independently completed the tasks when a problem was presented and responding generalized to untaught vocational tasks.

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“…Covert audio coaching was used in two studies (Bennett et al 2013b, c) and involved the delivery of antecedent prompts and performance feedback delivered privately through a pair of twoway radios and headsets from a distance (Bennett et al 2013b). Two studies used a combination of instruction, modeling, performance cue systems, and time delay prompting with graduated guidance (Burke et al 2010;Dotto-Fojut et al 2011). Pennington et al (2014) (Alexander et al 2013;Allen et al 2010aAllen et al , 2012Robinson and Smith 2010).…”

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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Teaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks

Cited by 36 publications

References 15 publications

Improving Problem-Solving Performance of Students With Autism Spectrum Disorders

Improving Problem-Solving Performance of Students With Autism Spectrum Disorders

Effects of a problem‐solving strategy on the independent completion of vocational tasks by adolescents with autism spectrum disorder

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

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