Using a Literacy Based Behavioral Intervention to Teach College Students with Intellectual and Developmental Disabilities to Request a Classroom Accommodation

Abstract

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.

QR Code Labels and Audio Commentaries for Commonly Used Chemistry Laboratory Apparatus: An Assisted Learning Experience for Visually Impaired Students

“…The objective of the testing was to assess the efficacy of the technology presented in this paper. The testing method was similar to the methods described previously. , The student was verbally introduced to the testing activity and asked to scan the “Introduction” QR code. A “beep” sound indicated that the QR code has been scanned successfully.…”

Creating Electronic-Literacy Based Behavioral Interventions

“…E-LBBIs have been used to effectively teach students from preschool (Hall Pistorio et al, 2021b) to high school (Honsberger et al, 2019;Kearney et al, 2018) and beyond (Hall Pistorio et al, 2021a;Torres et al, 2021) a variety of skills, such as employment skills, self-regulation skills, and safety skills. E-LBBIs are effective classroom interventions due to their portability when uploaded onto a tablet or smartphone, as well as their ability to be implemented by multiple facilitators, such as a teacher, job coach, or peer.…”

“…The literature thus far on E-LBBIs has demonstrated the efficacy of using a skill storybook coupled with behavioral rehearsal to teach all sorts of skills needed by students to be successful in the classroom, from pre-school to post-secondary school (Hall et al, 2019;Hall Pistorio et al, 2021a, 2021bHonsberger et al, 2019;Kearney et al, 2018;Torres et al, 2021). Teachers may consider using an E-LBBI to teach chained skills comprised of discrete behaviors.…”

“…Researchers have found that learning may occur more effectively when students use an E-LBBI compared to a paper-based LBBI. Hall Pistorio et al (2021a) compared the effects of three different LBBI storybook formats (paper-based, e-book, and e-book enhanced with video clips) on the acquisition of employment skills in college students with an intellectual disability. This study found that although all LBBI types quickly increased the skill accuracy, the e-book and enhanced e-book were the most effective in teaching the skills.…”

“…LBBIs have been used to teach a variety of skills to individuals with disabilities aged 3–57 (Bucholz et al, 2008; Hall et al, 2019). Educators have used LBBIs to teach daily living skills (Brady, Honsberger et al, 2016), on-task behavior (Bucholz et al, 2008), self-regulation skills (Hall et al, 2019), employment skills (Hall et al, 2018; Honsberger et al, 2019), requesting a classroom accommodation (Hall Pistorio et al, 2021a), safety skills (Kearney et al, 2018), and job interviewing skills (Downey et al, 2021; Torres et al, 2021). LBBIs have been successfully implemented by classroom teachers (Anderson et al, 2016; Flores et al, 2014), pre-service teachers (Hall Pistorio et al, 2021a), job coaches (Hall et al, 2018) and peers (Honsberger et al, 2019; Kearney et al, 2018).…”