Literaturnachweis - Detailanzeige
| Autor/inn/en | Hester, Olivia R.; Swoszowski, Nicole C. |
|---|---|
| Titel | Using Check-In/Check-Out in Vocational Training for Young Adults with Intellectual Disability |
| Quelle | In: Career Development and Transition for Exceptional Individuals, 45 (2022) 2, S.86-98 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Hester, Olivia R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2165-1434 |
| DOI | 10.1177/21651434211041913 |
| Schlagwörter | Vocational Education; Students with Disabilities; Intellectual Disability; Intervention; Program Effectiveness; Young Adults; Evidence Based Practice; Performance; Feedback (Response); Supervisors; Barriers; Autism; Pervasive Developmental Disorders; Accountability; Behavior Modification |
| Abstract | Few transition studies have involved training supervisors on interacting and relaying feedback to individuals with intellectual disability during vocational training. We used a multiple baseline across participants design to examine the efficacy of an adaptive check-in/check-out (CICO) intervention for increasing the rate of performance feedback statements given by a supervisor to an intern with an intellectual disability during vocational training. The CICO intervention was effective at increasing the rate of performance feedback statements given by each supervisor. We recommend research and practice focused on training supervisors to use the CICO intervention to assist in helping foster natural job supports. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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