Self-Management of Vocational Skills for People with Significant Intellectual Disabilities: A Systematic Review

Autor/inn/en	Barczak, Mary A.; Cannella-Malone, Helen I.
Titel	Self-Management of Vocational Skills for People with Significant Intellectual Disabilities: A Systematic Review
Quelle	In: Journal of Intellectual Disabilities, 26 (2022) 2, S.470-490 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barczak, Mary A.) ORCID (Cannella-Malone, Helen I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629520987768
Schlagwörter	Self Management; Job Skills; Intervention; Intellectual Disability; Developmental Disabilities; Individual Characteristics; Severity (of Disability); Time on Task; Interpersonal Competence; Communication Skills; Job Training; Skill Development; Maintenance; Generalization; Program Effectiveness + Suchen Sie Ihr Suchwort? Selbstmanagement; Produktive Fertigkeit; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schweregrad; Zeitaufwand; Interpersonale Kompetenz; Kommunikationsstil; Berufsqualifizierender Bildungsgang; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Access to employment opportunities is associated with increased quality of life for people with intellectual and developmental disabilities; however, many adults with intellectual and developmental disabilities struggle to find employment. One reason they may have difficulty achieving employment is an inability to work independently. Self-management interventions have been used to promote independence in the workplace for people with intellectual and developmental disabilities by involving them in changing their own behavior. In this literature review, we identified 47 peer-reviewed, single-case design studies in which researchers investigated the use of self-management interventions as an intervention component to improve the vocational skills for people with intellectual and developmental disabilities. Visual analysis of the data indicated that most participants were successful at improving skills related to on-task behavior, task completion, independent transitions, and self-initiations. Potential directions for future research and implications for practice are discussed. (As Provided).
Anmerkungen	SAGE Publications. 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