Using a Collaborative Process to Develop Goals and Self-Management Interventions to Support Young Adults With Disabilities at Work

Nittrouer, Christine; Shogren, Karrie A.; Pickens, Julie

doi:10.1891/2168-6653.30.2.110

Cited by 10 publications

(8 citation statements)

References 13 publications

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“…As for participants' demographic characteristics, only seven studies stated both participants' sex and age or mean age group [38,39,41,46,[53][54][55]. Bejerholm and Björkman [41] and Johanson et al [48] provided the most comprehensive demographic characteristics, including ethnicity, age, sex, and family status.…”

Section: Description Of the Included Studiesmentioning

confidence: 99%

“…They believed that collaboration is the foundation of a participant-practitioner relationship. Finally, Nittrouer et al [38] addressed collaboration in broader frames. They noted the importance of the participant's collaboration with person-centred teams, which include vocational and treatment services, family members, and other supporting agencies.…”

Section: Collaboration/working Alliancementioning

confidence: 99%

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Participant Engagement in Supported Employment: A Systematic Scoping Review

et al. 2021

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Purpose This study aimed to synthesise the available knowledge on how participant engagement in supported employment (SE) interventions is presented, defined, and conceptualised. We also aimed to develop a working definition of participant engagement in SE based on the results of our study. Methods This systematic scoping review was conducted following the PRISMA extension for scoping reviews. The following databases were systematically searched: EBSCO, SCOPUS, Social Care Online, and JSTOR. We included peer-reviewed publications in English based on empirical studies. Results Sixteen articles met the inclusion criteria and were included in the final analysis. Thematic framework analysis resulted in three themes conveying the concept of participant engagement: self-determined choice, empowerment, and collaboration/working alliance. We suggest that participant engagement in SE is an active multifaceted process that involves the empowerment of participants, participants’ exercise of self-determined informed choice, and their collaboration with SE practitioners in a working alliance. Conclusions Participant empowerment, self-determined choice, and collaboration are important aspects of participant engagement in SE. The study results will appeal to SE practitioners and make significant contributions to the broader field of other vocational services supporting people in (re-)entering the competitive labour market.

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Section: Description Of the Included Studiesmentioning

confidence: 99%

Section: Collaboration/working Alliancementioning

confidence: 99%

Participant Engagement in Supported Employment: A Systematic Scoping Review

et al. 2021

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“…Most recently, Nittrouer et al (2016) examined the use of person-centered planning, FBAs, and a self-determination intervention to reduce work-based problem behaviors of three young adults with autism and/or ID. Results indicated using person-centered planning and FBAs to develop individualized goals and self-management interventions were effective for reducing problem behavior and increasing task completion on the job for all participants.…”

Section: Introductionmentioning

confidence: 99%

“…Although there is some evidence for using FBAs during WBLEs to address problem behaviors for secondary students with disabilities, further validation is needed. Hughes et al (2006) and Nittrouer et al (2016) provided evidence for the use of FBAs in integrated, community-based work settings; however, further research is necessary to provide evidence for the use of FBAs and functionbased interventions to reduce problem behavior during integrated WBLEs for secondary youth with disabilities. Additionally, research suggested the need for incorporating self-determination skill development (e.g., goal-setting, self-management) in WBLEs to ensure students with disabilities are successful on the job (Shogren et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…This single-case study adds to the special education and secondary transition literature in several important ways. First, to our knowledge, there have only been a small number of reported experimental studies examining the effects of using FBA procedures to address student problem behaviors in integrated, work-based settings (i.e., Hughes et al, 2006;Nittrouer et al, 2016). This experimental, single-case study adds to the limited literature on using FBA procedures to develop and examine the effects of a function-based, self-determined multi-component intervention to address student problem behaviors in work settings and extends the literature on training and using job coaches as interventionists.…”

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confidence: 99%

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Experimental analysis of multi-component intervention to support youth in integrated work settings

Mazzotti¹,

Kittelman²,

Bromley³

et al. 2020

JVR

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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.

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Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update

Fong

Taylor

Berdyyeva

et al. 2021

Campbell Systematic Reviews

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Background The incidence of autism spectrum disorders (ASD) is on the rise. Currently, 1 in 59 children are identified with ASD in the United States. ASD refers to a range of neurological disorders that involve some degree of difficulty with communication and interpersonal relationships. The range of the spectrum for autism disorders is wide with those at the higher functioning end often able to lead relatively independent lives and complete academic programs even while demonstrating social awkwardness. Those at the lower functioning end of the autism spectrum often demonstrate physical limitations, may lack speech, and have the inability to relate socially with others. As persons with ASD age, options such as employment become increasingly important as a consideration for long‐term personal planning and quality of life. While many challenges exist for persons with ASD in obtaining and maintaining employment, some research shows that, with effective behavioral and social interventions, employment can occur. About 37% of individuals with ASD report having been employed for 12 months or more, 4 years after exiting high school. However, several studies show that individuals with ASD are more likely to lose their employment for behavioral and social interaction problems rather than their inability to perform assigned work tasks. Although Westbrook et al. (2012a, 2013, 2015) have reviewed the literature on interventions targeting employment for individuals with ASD, this review is outdated and does not account for recent developments in the field. Objectives The objective of this review is to determine the effectiveness of employment interventions in securing and maintaining employment for adults and transition‐age youth with ASD, updating two reviews by Westbrook et al. (2012a, 2013). Search Methods The comprehensive search strategy used to identify relevant studies included a review of 28 relevant electronic databases. Search terminology for each of the electronic databases was developed from available database thesauri. Appropriate synonyms were used to maximize the database search output. Several international databases were included among the 28 databases searched. In addition, the authors identified and reviewed gray literature through analysis of reference lists of relevant studies. Unpublished dissertations and theses were also identified through database searches. The programs of conferences held by associations and organizations relevant to ASD and employment were also searched. In sum, the search strategy replicated and expanded the prior search methods used by Westbrook et al. (2012a, 2013). Selection Criteria Selection criteria consisted of an intervention evaluation using a randomized controlled trial or quasi‐experimental design, an employment outcome, and a population of individuals with ASD. Data Collection and Analysis We updated the search from Westbrook et al., replicating and broadening the information retrieval processes. Our wide array of sources included electronic databases, gray lite...

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Using a Collaborative Process to Develop Goals and Self-Management Interventions to Support Young Adults With Disabilities at Work

Cited by 10 publications

References 13 publications

Participant Engagement in Supported Employment: A Systematic Scoping Review

Participant Engagement in Supported Employment: A Systematic Scoping Review

Experimental analysis of multi-component intervention to support youth in integrated work settings

Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update

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