Literaturnachweis - Detailanzeige
| Autor/in | Oliech, Cliff G. |
|---|---|
| Titel | Teaching Problem-Solving Skills as a Soft Skill for Employment to Individuals with Autism and Intellectual and Developmental Disabilities Using Video Modelling in a Virtual Learning Environment |
| Quelle | (2023), (250 Seiten)
PDF als Volltext Ph.D. Dissertation, Duquesne University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-1911-7 |
| Schlagwörter | Hochschulschrift; Dissertation; Autism Spectrum Disorders; Intellectual Disability; Developmental Disabilities; Modeling (Psychology); Video Technology; Problem Solving; Soft Skills; Job Skills; College Students; Virtual Classrooms |
| Abstract | Individuals with Autism (ASD) and Intellectual and Developmental Disabilities (IDD) exhibit poor post-secondary education employment outcomes compared to their disabled and non-disabled peers (Shattuck et al., 2012; Taylor et al., 2015). In addition, due to the COVID-19 pandemic school closures, students with ASD and/or IDD in post-secondary transition programs may have lost crucial instruction time, possibly putting them at risk for unemployment and underemployment. Consequently, this research study sought to establish through multiple-baselines across participants design how effective VM can be in teaching problem-solving skills as a soft skill for employment to post-secondary transition education students with ASD and/or IDD in a virtual learning environment. The study was conducted in a post-secondary transition program and included four 20-year-old participants with ASD and/or IDD. The participants learned how to solve work-related problems using a variety of VM demonstrations through a virtual learning platform. The VMs shown to the participants utilized a self-determined learning model (SDLM) for problem-solving (i.e., a three-step process for systematically solving problems through self-talk). The study results revealed that VM was highly effective (d = 2.0; SE = 0.44; 95% CI [1.04-2.89]) in teaching problem-solving skills to the four participants through a virtual learning platform. Despite observed variability in participant performance, they maintained the learned problem-solving skills and generalized them to solve new problems in an actual work setting. Data from the social validity questionnaire also indicated that the intervention had a desirable effect on the participants and their teachers/job coaches who participated as observers in the study. The participants reported that they enjoyed learning about problem-solving skills using VM in a virtual learning environment and believed their peers not involved in the study could also benefit from the intervention. The teachers/job coaches also said they would be willing to apply VM to teach problem-solving skills in their classrooms poststudy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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