Teaching Soft Skills to Students with Disabilities with Upgrade Your Performance

Autor/inn/en	Clark, Kelly A.; Test, David W.; Konrad, Moira
Titel	Teaching Soft Skills to Students with Disabilities with Upgrade Your Performance
Quelle	In: Education and Training in Autism and Developmental Disabilities, 54 (2019) 1, S.41-56 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Disabilities; Skill Development; Employment Qualifications; Secondary School Students; Self Management; Goal Orientation; Technology Uses in Education; Grade 9; Employer Attitudes; Cooperation; Student Attitudes; Reliability; Productivity; Teamwork; Communication Skills; Time on Task; Teacher Attitudes; Intervention; Program Effectiveness + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Sekundarschüler; Selbstmanagement; Zielorientierung; Zielvorstellung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Arbeitgeberinteresse; Co-operation; Kooperation; Schülerverhalten; Reliabilität; Produktivität; Kommunikationsstil; Zeitaufwand; Lehrerverhalten
Abstract	Post-school employment outcomes for individuals with disabilities continue to be inadequate when compared to their peers without disabilities (Newman et al., 2011). One barrier to employment for individuals with disabilities is a lack of employment "soft skills" (Riesen, Morgan, Schutlz, & Kupferman, 2014), such as punctuality and work completion. This study investigated the effects of UPGRADE Your Performance on soft skills of secondary students with disabilities at both in-school and community-based job sites. UPGRADE Your Performance instruction included self-monitoring, goal setting, self-graphing, and technology-aided instruction. Results demonstrated all students improved in a self-selected soft skill area, made gains in their overall performance, were able to self-monitor their own performance using a handheld device, and generalized their skills to a second setting. Implications for practice and suggestions for future research are included. (As Provided).
Anmerkungen	Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01