Experimental analysis of multi-component intervention to support youth in integrated work settings.
BACKGROUND: Work-based learning experiences provide secondary students meaningful opportunities to acquire skills needed for long-term employment. Students with disabilities engaging in problem behaviors on the job are vulnerable to having employment opportunities reduced or terminated. One way to d...
| Publicado en: | Journal of Vocational Rehabilitation Vol. 53; no. 2; pp. 145 - 159 |
|---|---|
| Autores principales: | , , , |
| Formato: | case study research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
2020
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145320528&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145320528 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10522263 3O2 jtl: Journal of Vocational Rehabilitation issn: 10522263 maglogo: N pubinfo: dt: 2020 vid: 53 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 145320528 145320528 147564665 145320528 10.3233/JVR-201092 145320528 ppf: 145 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Experimental analysis of multi-component intervention to support youth in integrated work settings. aug: au: Mazzotti, Valerie L. Kittelman, Angus Bromley, Katherine W. Hirano, Kara A. affil: University of North Carolina at Charlotte, Charlotte, NC, USA sug: subj: Learning Methods Adolescent Behavior Students with Disabilities Psychosocial Factors Work Environment Support, Psychosocial Child Behavior Disorders Therapy Treatment Outcomes Human Employment Mentorship Male Adolescence Northwestern United States Adolescent: 13-18 years Male ab: BACKGROUND: Work-based learning experiences provide secondary students meaningful opportunities to acquire skills needed for long-term employment. Students with disabilities engaging in problem behaviors on the job are vulnerable to having employment opportunities reduced or terminated. One way to develop appropriate work-based behaviors that may promote long-term, competitive integrated employment is to address problem behaviors in high school to ensure students enter the workforce career ready. OBJECTIVE: The purpose of this study was to examine the effects of a function-based, self-determined multi-component intervention on the reduction of work-based problem behaviors for secondary youth with disabilities. METHODS: This study used a single-case A-B-A-B withdrawal design to examine the effects of the intervention on two student participants' off-task, work-based problem behaviors. RESULTS: Based on visual analysis of graphed data, results indicated a functional relation between the function-based, self-determined multi-component intervention and decrease in off-task, work-based problem behaviors for each student participant. The intervention was rated as socially valid by students and job coaches. CONCLUSIONS: This study provides empirical evidence to support implementation of using FBAs and self-determination interventions in combination during work-based learning experiences to decrease work-based problem behaviors for secondary students with disabilities. Limitations and implications for future research and practice are discussed. pubtype: Academic Journal doctype: case study research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|