Using Check-In/Check-Out in Vocational Training for Young Adults With Intellectual Disability

Abstract

Few transition studies have involved training supervisors on interacting and relaying feedback to individuals with intellectual disability during vocational training. We used a multiple baseline across participants design to examine the efficacy of an adaptive check-in/check-out (CICO) intervention for increasing the rate of performance feedback statements given by a supervisor to an intern with an intellectual disability during vocational training. The CICO intervention was effective at increasing the rate of performance feedback statements given by each supervisor. We recommend research and practice focused on training supervisors to use the CICO intervention to assist in helping foster natural job supports.

Adaptations to Check-In/Check-Out for Students With Disabilities During Vocational Training

“…The CICO feedback form was adapted to allow the supervisor to write in job tasks and provided space for open-ended feedback. Hester and Swoszowski (2022) found the adapted CICO effective in increasing feedback given by the supervisor with all students and supervisors finding the strategy helpful.…”

“…Boden et al (2018) found that CICUCO was effective in increasing the on-task work behavior for all three students in vocational training. In another example, Hester and Swoszowski (2022) further adapted CICO to change the behavior (i.e., increase rates of performance feedback statements) of the vocational supervisor who served as the facilitator of CICO. This is different from the traditional CICO because it focused on changing the facilitators’ behavior rather than the student’s behavior.…”

“…With CICO being easily adaptable to meet the individual workplace skills and behavioral needs of students with ID during vocational training, many student behaviors can be addressed, such as interacting appropriately with a supervisor or coworker, responding to feedback, performing the job skill accurately, and staying on task. Adapting CICO for use in vocational settings provides a natural structure for a nonintrusive or nonstigmatizing strategy within an inclusive employment setting (Boden et al, 2018; Hester & Swoszowski, 2022).…”

“…During training, the supervisor should be provided with examples and nonexamples of appropriate feedback statements. Feedback needs to be constructive, behavior specific, and goal oriented (Hester & Swoszowski, 2022). The job coach should also be given examples of how to provide meaningful feedback throughout the work shift.…”

“…One of the leading causes of job loss for individuals with ID is interpersonal relationships with their supervisor (Ellenkamp et al, 2016). Hester and Swoszowski (2022) and Boden et al (2018) suggested adapting CICO specific to vocational training to assist students with disabilities in receiving regular feedback while forming natural on-the-job supports, improving on-the-job skill sets, and increasing peer-to-peer work relations.…”