Using Mnemonics, Remote Coaching, and the Range-Bound Changing Criterion Design to Teach College Students with IDD to Make Employment Decisions

Autor/inn/en	Brady, Michael P.; Kearney, Kelly B.; Downey, Angelica; Torres, Ayse; McDougall, Dennis
Titel	Using Mnemonics, Remote Coaching, and the Range-Bound Changing Criterion Design to Teach College Students with IDD to Make Employment Decisions
Quelle	In: Education and Training in Autism and Developmental Disabilities, 57 (2022) 3, S.303-319 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-1647
Schlagwörter	Intellectual Disability; Developmental Disabilities; College Students; Coaching (Performance); Educational Technology; Mnemonics; Teaching Methods; Decision Making; Skill Development; Intervention; Program Effectiveness; Employment; Technology Uses in Education; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Collegestudent; Unterrichtsmedien; Mnemotechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Kompetenzentwicklung; Qualifikationsentwicklung; Dienstverhältnis; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Adults with intellectual and developmental disability (IDD) increasingly are accessing inclusive college programs to gain academic and employment preparation for future community living. Decision-making and self-determination are two inter-related skills taught in these programs. In this study, we investigated an intervention that combined remote audio coaching (RAC) and a mnemonic strategy to teach employment decision-making skills to three college students with IDD. We evaluated the intervention using the range-bound changing criterion design to assess students' stepwise progress. All students substantially increased their employment decision-making skills, generalized those skills to a novel job coach who was not part of the intervention, and maintained the skills after the intervention was removed. We discuss implications of the procedures and results of this decision-making intervention, as well as the goodness-of-fit of the experimental design for evaluating controlled, gradual skill increases. (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://www.daddcec.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01