Strategies for Developing Work Experiences for Youth With Intellectual and Developmental Disabilities

Whittenburg, Holly N.; Sims, Katie A.; Wehman, Paul; Walther-Thomas, Christine

doi:10.1177/2165143418813900

Cited by 10 publications

(6 citation statements)

References 16 publications

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“…If teachers are responsible for planning and organizing WBLEs on their own, they may require additional training about how to create WBLEs and overcome barriers (Morningstar et al, 2018). On the contrary, responsibility for planning WBLEs may be shared by a transition team that includes other school staff and vocational professionals (e.g., vocational rehabilitation providers; Whittenburg et al, 2019). If the responsibility to plan WBLEs lies with the entire transition team, a greater emphasis and understanding of how transition teams collaborate to create WBLE placements may be needed.…”

Section: Discussionmentioning

confidence: 99%

Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences

Rooney-Kron

Dymond

2021

Career Development and Transition for Exceptional Individuals

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This study investigated teachers’ perceptions of barriers to planning and organizing work-based learning experiences (WBLEs) for students with intellectual disability. Participants were high school special education teachers who had at least one student with an intellectual disability age 14 or older on their caseload ( n = 256). Teachers were asked to complete an online questionnaire about WBLEs. We used content analysis procedures to analyze teacher’s responses to two open-ended questions about barriers to WBLEs that occur in the school and community. Although teachers reported barriers to school and community settings separately, their responses were similar across settings and collapsed into one set of themes. Barriers to planning and organizing WBLEs included opportunities, resources, stakeholder support, time, and support for students. We discuss the need for additional research about contextual factors that may relate to barriers as well as practical implications for how schools and teachers can address barriers.

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Section: Discussionmentioning

confidence: 99%

Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences

Rooney-Kron

Dymond

2021

Career Development and Transition for Exceptional Individuals

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“…For second-year students, we aim to transition these experiences from unpaid internships to paid work experiences. Following a similar structure outlined by Whittenburg, Sims, et al (2019), staff identify local businesses in Pullman, Washington, and arrange initial meetings with local businesses. They emphasize explaining the program and describing how a partnership will be beneficial for the employer and program.…”

Section: Program Descriptionmentioning

confidence: 99%

WSU ROAR and ROAR Online! Program Description and COVID-19 Response

McMahon

Hirschfelder

Poppen

et al. 2021

Rural Special Education Quarterly

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Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four pillars: WSU ROAR workshops, Washington State University audit courses, employment experiences, and independent living. Individualized instruction guides the WSU ROAR workshops to allow students to develop their independence. Students also participate in audit courses in inclusive settings on campus to gain skills to help with future employment opportunities. Peer Allies, who are students traditionally enrolled at college, provide meaningful social and academic relationships by partnering with the students in WSU ROAR. This program description discusses the development of the postsecondary education program and its adaptation to meet its goals while addressing the challenges of being a rural university in eastern Washington. This program description also describes how the WSU ROAR program adapted to a remote learning platform during the COVID-19 pandemic.

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“…An emerging body of evidence points toward the importance of preparing youth with ASD for employment. Work experience in high school predicts later employment success (Whittenburg et al 2018), while those with access to transition programs and support services are more likely to gain employment (Hendricks 2010). Practical work experience opportunities can help youth with ASD in recognizing their career-related strengths and interests, identifying their goals, improving their employment-related skills, and expanding their knowledge of occupational options (Lee et al 2019).…”

Section: Current Knowledgementioning

confidence: 99%

“…Work placements for youth with ASD are not possible without the support from businesses and organizations, highlighting the importance of autism service providers partnering with industry. Whittenburg et al (2018) outlined a four-step guide for transition specialists aiming to identify and engage with local business partners in developing integrated work placements for young people with ASD: (1) identifying potential business partners and targeting businesses based on student strengths, preferences, and skills;…”

Section: Current Knowledgementioning

confidence: 99%

Wechsler, David

Kaufman¹

2021

Encyclopedia of Autism Spectrum Disorders

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Wait training is synonymous with teaching "tolerance for delay." For example, some people with ASD may become restless and disruptive when they are told to "wait" after making a request. Or, they may have difficulty waiting for a future activity to occur. It is first necessary to identify the situations and conditions that will be the focus of wait training. Next, a defined wait period is selected, usually a short duration a person can comfortably tolerate and then increased gradually over time. In illustration, a child or adult may be unable to wait before eating at a favorite restaurant. Wait training in this setting would begin by informing the person that she/he will have to "wait to be called" to the table . Training can be supplemented with visual cues such as a small card showing a red circle ("wait") on one side and a green circle ("go") on the other side. When displaying the red side of the card, a parent or care provider would praise the person for "waiting" or possibly allow her/him access to preferred objects such as a music source (iPod) or book throughout the wait period. When it is time to be seated in the restaurant, the person would be shown the green side of the card, praised again, and allowed to go to the table. This final step of wait training, gaining access to the highly preferred activity, is intended to reinforce the preceding sequence of behaviors, namely, entering the restaurant, sitting quietly, and remaining occupied until the meal begins. With routine training, visual cues and social reinforcement eventually can be withdrawn so that an initial "wait" instruction is sufficient. Of note, training someone to wait in one setting or under certain conditions may not extend to other settings and conditions unless similar training is implemented there.

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Strategies for Developing Work Experiences for Youth With Intellectual and Developmental Disabilities

Cited by 10 publications

References 16 publications

Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences

Teacher Perceptions of Barriers to Providing Work-Based Learning Experiences

WSU ROAR and ROAR Online! Program Description and COVID-19 Response

Wechsler, David

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