Interview Skills Associated with Employment Recommendations for Individuals with Intellectual and Developmental Disabilities

Autor/inn/en	Mutua, Kagendo; Barnard-Brak, Lucy; Williamson, Amy
Titel	Interview Skills Associated with Employment Recommendations for Individuals with Intellectual and Developmental Disabilities
Quelle	In: Journal of Intellectual & Developmental Disability, 48 (2023) 1, S.71-76 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
DOI	10.3109/13668250.2022.2078799
Schlagwörter	Intellectual Disability; Developmental Disabilities; Employment Interviews; Skills; Skill Development; Simulation; Employers; Job Applicants; Young Adults; College Students; High School Graduates; High School Students + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Skill; Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Simulation program; Simulationsprogramm; Bewerber; Young adult; Junger Erwachsener; Collegestudent; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Student; Students; Schüler; Schülerin; Studentin
Abstract	Background: Mock or practice interviews have become a typical tool for transition programs for individuals with intellectual and developmental disabilities. Method: We examined what interview skills were most associated with subsequent employment for individuals intellectual and developmental disabilities via practice interviews. The likelihood of employment was measured as a function of whether the interviewer responded that they would hire the individual. Results: Results indicate that the following job interview skills were considered most important were: sits still and straight; understandable speech; good posture; appropriate voice; and appropriate handshake. Conclusions: As these potential employers had hired individuals with intellectual and developmental disabilities, we suggest that their feedback would be particularly relevant. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01