Community-Referenced Instruction in Technological Work Settings

Abstract

Two studies investigated the extent to which students with serious vocational handicaps could learn work behaviors in technological settings. In Study 1, 12 students learned a number of chemical laboratory tasks. The median amount of training time per task was 2 hours and 37 minutes. In Study 2, pre- and posttraining videotape vignettes of 6 students performing a technical task were presented to a group of 27 respondents. On a social validity questionnaire, they judged the students to be significantly ( p < .001) more vocationally competent after training. The characteristics of an effective secondary vocational training program are discussed.

Predictors of Postschool Employment Outcomes for Young Adults With Severe Disabilities

“…However, the particular paths through which these high school work experiences contribute to improved postschool employment outcomes are in need of renewed and closer attention. It has long been acknowledged that off-campus work experiences can provide youth natural contexts for learning and strengthening essential work-related competencies, including interpersonal, self-determination, and occupation-specific skills (Gaylord-Ross, Forte, Storey, Gaylord-Ross, & Jameson, 1987; Nietupski, Hamre-Nietupski, Curtin, & Shrikanth, 1997). However, such jobs also help adolescents make critical connections to local employers that could translate directly into jobs that maintain after graduation (Potts, 2005; Rusch et al, 2009).…”

Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities

“…Two thirds of studies (n = 38) administered the intervention in a one-to-one format. Three studies used partners (Alberto, Taber, & Fredrick, 1999;Rodi & Hughes, 2000;Woolcock, Lyon, & Woolcock, 1987), two used small groups (Gaylord-Ross, Forte, Storey, Gaylord-Ross, & Jameson, 1987;Malouf et al, 1986), and one used a large group (Fisher, 1984). About one fifth (20.2%) of studies did not report intervention format.…”

Supported Employment and Social Validity

“…Both studies in this category involved (a) showing individuals from the extended community pre-and posttraining videotape sequences of high school students with disabilities performing community jobs and (b) providing ratings of vocational competence. In Gaylord-Ross, Forte, Storey, Gaylord-Ross, and Jameson (1987), both special education graduates and high school students without disabilities who had received vocational training indicated increased vocational competence of videotaped student performance as a result of training. In Forte et al (1989), special education teachers and graduate business students also indicated increased vocational competence of videotaped student performance as a result of vocational training.…”