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Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students' self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed.

Literacy based behavioral interventions (LBBIs) have been used to teach numerous skills, such as requesting an accommodation, engaging in self-regulation, and remaining on-task, to children and adolescents. Electronic-LBBIs (E-LBBIs) have recently emerged in the literature as an effective strategy, using preferred forms of media (tablet or laptop), to teach students in the classroom new skills. Here we discuss how LBBIs work, what E-LBBIs are, and how teachers can use E-LBBIs in their classroom. Vignettes are provided to demonstrate applications to the reader.

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.

Adults with intellectual and developmental disabilities (IDD) are more frequently unemployed or under-employed than individuals without disabilities. Job search skills are one of the most direct ways to counter unemployment. Remote audio coaching (RAC) has shown to be an effective, remote method for teaching skills to adults with IDD. Since the COVID-19 pandemic has increased the need for flexible intervention delivery options, we explored the effectiveness of using RAC to teach job search skills to college students with IDD. A multiple probe design across students was used to examine the impact of RAC on increasing job search skills. Results demonstrated that RAC was effective at increasing this skill. All students maintained the skill upon removal of the intervention. Implications and future research are discussed.

College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students' input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction.

Colleges across the nation have seen an increase in programming for students with intellectual and developmental disabilities (IDD) over the past decade. With this increase in programming comes the need to support students with IDD while accessing a large college campus. Using technology, such as Google Maps™, on one's cell phone is a natural support that is relatively unobtrusive. This study used a peer-mediated instructional package consisting of total task presentation and error correction to teach college students with IDD how to use Google Maps™ to navigate a large, urban college campus in the southeastern United States. The results from this single-subject multiple probe design demonstrated that all students acquired the skills with 100% accuracy and maintained the skill once the instructional package was removed. Social validity data indicated that students thoroughly enjoyed learning the skill from the peer mediator. Implications and future research are discussed.

Many adults with intellectual disability (ID) do not learn the skills needed to maintain safety of people within their communities. In a pair of studies, a total task presentation with a least-to-most error correction procedure was used to teach four college students with ID how to safely remove personal protective equipment (PPE) (gloves), and how to administer hands-only cardiopulmonary resuscitation (CPR). A multiple probe design was used to evaluate the effects of both studies. Results for the first study showed that students' accuracy with PPE removal increased after the intervention, and maintained after the intervention was removed. During the second study, student accuracy of hands-only CPR increased, and the CPR skills also generalized to a novel setting. Social validity data for both studies indicated that students believed they learned and were able to demonstrate the skills, however staff impressions were more variable. Implications and limitations are discussed.

Adults with intellectual disability may not learn safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with intellectual disability a basic life-saving skill, specifically how to perform cardiopulmonary resuscitation (CPR) with the use of an automated external defibrillator (AED). Phase 1 of the study used the instructional package to teach the students to perform CPR. Once mastered, Phase 2 of the study taught students to use an AED, incorporating it into the CPR chain. Results showed that the students' accuracy with the tasks increased after the introduction of the instructional package, generalized to a novel environment, and maintained once the instructional package was removed. Implications and future research are discussed.

Over the last decade, an increasing number of postsecondary education (PSE) programs have been developed for students with intellectual disability (ID). This case discusses one such program. Along with the courses designed to meet the specific needs of students with ID, the program also permits these students to take courses in the various departments of the university. Faculty were informed that their course(s) might include students from the PSE program for students with ID. One faculty member likes the idea of the program but is not comfortable with students with ID registering for his courses. This case uses discussion prompts and activities to prepare instructors and professors in higher education to foster inclusive practices and ideology throughout the collective university community.

Many secondary students with autism spectrum disorder (ASD) are not taught employability skills and routines needed for competitive or supported employment in regular community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of numerous skills, but have not been investigated as a job coaching intervention for individuals with ASD. In this study, a peer coworker was taught to deliver an LBBI guide to students with ASD as a job coaching intervention for three skills in an employment preparation routine: preparing and selling coffee in a work-site food truck. Results showed students' accuracy with the skills in the work routine increased, and maintained after the intervention.

Microenterprises in the classroom provide a unique way to incorporate academic goals within transitional skill instruction for students with developmental disabilities. The purpose of this article is to discuss how the principles of microenterprises can be used by classroom teachers to practice these skills as well as an overview of how to create a microenterprise. Vignettes are used to illustrate this process.

Students with intellectual and developmental disabilities (IDD) who attend inclusive postsecondary education (IPSE) programs gain many new and beneficial skills, including independent living, social, and employability skills. Another skill set that may be strengthened by attending an IPSE program is self-determination. There is limited research available identifying the impact of IPSE programs on self-determination growth. We addressed this gap by using a longitudinal study designed to examine the changes in self-determination levels of students with IDD across 3 years in an IPSE program. Data collected from 23 students with IDD at 4 points of time within 3 years showed that there was an increasing trend in students' self-determination levels at the end of each year. The difference was highly significant between the baseline and the end of the third year. This suggests that IPSE programs can play a critical role in the improvement of the self-determination levels in students with IDD. Implications and future research are discussed. [ABSTRACT FROM AUTHOR]

Literacy based behavioral interventions (LBBIs) have been used to teach numerous skills, such as requesting an accommodation, engaging in self-regulation, and remaining on-task, to children and adolescents. Electronic-LBBIs (E-LBBIs) have recently emerged in the literature as an effective strategy, using preferred forms of media (tablet or laptop), to teach students in the classroom new skills. Here we discuss how LBBIs work, what E-LBBIs are, and how teachers can use E-LBBIs in their classroom. Vignettes are provided to demonstrate applications to the reader. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Adults with intellectual and developmental disabilities (IDD) are more frequently unemployed or under-employed than individuals without disabilities. Job search skills are one of the most direct ways to counter unemployment. Remote audio coaching (RAC) has shown to be an effective, remote method for teaching skills to adults with IDD. Since the COVID-19 pandemic has increased the need for flexible intervention delivery options, we explored the effectiveness of using RAC to teach job search skills to college students with IDD. A multiple probe design across students was used to examine the impact of RAC on increasing job search skills. Results demonstrated that RAC was effective at increasing this skill. All students maintained the skill upon removal of the intervention. Implications and future research are discussed. [ABSTRACT FROM AUTHOR]

College students with intellectual and developmental disabilities (IDD) face challenges searching for jobs, often lacking communication and social skills needed during formal interviews. The COVID-19 pandemic complicates interviews, forcing students to search online and attend virtual interviews. This study used a multiple probe design across participants to examine the acquisition of literacy-based behavioral interventions (LBBIs) on virtual job interviews. Using a video conference platform, students answered interview questions from researchers acting as employers. LBBIs were customized, incorporating students' input. Results indicated that LBBIs were effective for teaching and maintaining virtual job interview skills, and across novel employers. The findings have implications for using LBBIs to teach virtual job interview skills to students with IDD, and for researchers including these students in remote instruction. [ABSTRACT FROM AUTHOR]

College students with Intellectual Disability (ID) are afforded many educational opportunities through Inclusive Post-Secondary Education (IPSE) programs, including employment training. Competitive employment can contribute to a rich independent life, thus more employment training opportunities can be beneficial. Low employment rates for adults with ID have motivated these efforts to develop proper employment training. In the past, on-the-job (OTJ) training with a job coach was one of the only supports for adults with ID in the workplace. Now, there are a variety of evidence-based strategies that can be used in the workplace or in other community settings, such as Covert Audio Coaching (CAC), to teach adults with ID the skills they need to maintain a job.The purpose of this study was to determine if CAC would increase on-topic workplace communication skills for college students with ID.This study used a multiple probe design to examine the effects of CAC on teaching workplace communication skills to college students with ID in a real-world setting. In this study, students interned in an office setting and spoke to a co-worker at their work setting while the interventionist used a two-way radio system to provide coaching statements to the student during their conversations.All students in this study increased their on-topic communication exchanges and these results demonstrate that CAC is an effective intervention for this population.CAC can be used as an employment support for adults with ID, specifically in the community setting. Limitations and implications of this study were further described at the end of the article. [ABSTRACT FROM AUTHOR]

Colleges across the nation have seen an increase in programming for students with intellectual and developmental disabilities (IDD) over the past decade. With this increase in programming comes the need to support students with IDD while accessing a large college campus. Using technology, such as Google Maps™, on one's cell phone is a natural support that is relatively unobtrusive. This study used a peer-mediated instructional package consisting of total task presentation and error correction to teach college students with IDD how to use Google Maps™ to navigate a large, urban college campus in the southeastern United States. The results from this single-subject multiple probe design demonstrated that all students acquired the skills with 100% accuracy and maintained the skill once the instructional package was removed. Social validity data indicated that students thoroughly enjoyed learning the skill from the peer mediator. Implications and future research are discussed. [ABSTRACT FROM AUTHOR]

Many individuals with an intellectual and developmental disabilities (IDD) are attending postsecondary education programs, yet they are not always proficient in using self-advocacy skills, such as requesting an academic accommodation. Access to these accommodations is vital for success in the postsecondary settings. Literacy based behavioral interventions (LBBIs) use a combination of print, visuals, and rehearsal and are an effective tool for teaching a range of skills including job skills to this population, but have not been investigated with a self-advocacy skill. In this study, a pre-service teacher was taught to deliver an LBBI to postsecondary students with IDD so they would learn to request and use a free online tool to record class lectures. Results showed that students were able to master the skill with the pre-service teacher delivered LBBI and maintain the skill after removal of the LBBI. [ABSTRACT FROM AUTHOR]

Adults with intellectual and developmental disabilities (IDD) often have deficits in interpersonal skills due to limited social-communication opportunities. Knowing how to engage in "small talk" or simple social conversational exchanges can be beneficial in postsecondary schooling, employment sites, community environments, and social gatherings. Recently, covert audio coaching (CAC) showed a positive impact on increasing conversational exchanges. As the COVID-19 pandemic increased the need for remote delivery tools, we explored the effectiveness of remote audio coaching (RAC) to teach this skill to college students with IDD. We used a multiple baseline design across participants to examine whether RAC might increase on-topic, small talk conversational exchanges. Results demonstrated that RAC effectively increased small talk skills between participants and a confederate. Upon removal of RAC, all participants still performed above their baselines, with two participants maintaining near mastery levels 2 weeks after the intervention was removed. Limitations and future research are discussed. [ABSTRACT FROM AUTHOR]

Adults with intellectual disability may not learn safety skills needed to maintain the safety of those within their communities. Basic life-saving skills are valued by community members and increase independent and integrated living and employment opportunities. This study used an instructional package consisting of modeling, task analysis, and simultaneous prompting to teach college students with intellectual disability a basic life-saving skill, specifically how to perform cardiopulmonary resuscitation (CPR) with the use of an automated external defibrillator (AED). Phase 1 of the study used the instructional package to teach the students to perform CPR. Once mastered, Phase 2 of the study taught students to use an AED, incorporating it into the CPR chain. Results showed that the students' accuracy with the tasks increased after the introduction of the instructional package, generalized to a novel environment, and maintained once the instructional package was removed. Implications and future research are discussed. [ABSTRACT FROM AUTHOR]

Many secondary students with autism spectrum disorder (ASD) are not taught employability skills and routines needed for competitive or supported employment in regular community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of numerous skills, but have not been investigated as a job coaching intervention for individuals with ASD. In this study, a peer coworker was taught to deliver an LBBI guide to students with ASD as a job coaching intervention for three skills in an employment preparation routine: preparing and selling coffee in a work-site food truck. Results showed students' accuracy with the skills in the work routine increased, and maintained after the intervention. [ABSTRACT FROM AUTHOR]

Many adolescents with developmental disabilities do not learn the safety skills needed to maintain physical well-being in domestic and community environments. Literacy-based behavioral interventions (LBBIs) that combine print, pictures, and behavioral rehearsal are effective for promoting acquisition and maintenance of self-care skills, but have not been investigated as safety skill intervention. Also, LBBIs have primarily been implemented by teachers and other professionals. In this study, a peer partner was taught to deliver an LBBI story to students so they would learn to perform a basic first aid routine: cleaning and dressing a wound. Results showed that students’ accuracy with the first aid routine increased after a peer delivered the LBBI instructional package, and maintained after the peer stopped delivering it. This study demonstrates the effectiveness of the LBBI instructional package for teaching first aid safety skills, and extends previous research showing the efficacy of peers in delivering this intervention. [ABSTRACT FROM AUTHOR]

Microenterprises in the classroom provide a unique way to incorporate academic goals within transitional skill instruction for students with developmental disabilities. The purpose of this article is to discuss how the principles of microenterprises can be used by classroom teachers to practice these skills as well as an overview of how to create a microenterprise. Vignettes are used to illustrate this process. [ABSTRACT FROM AUTHOR]