Using Video Modeling Plus Feedback to Teach Vocational Social Skills to Employment-Aged Autistic Youth

被引：0

作者：

Mclucas, Alan S. ^{[1
,4
]}

Som, Sopia ^{[2
]}

Fleming, Jesse ^{[3
]}

Ingvarsson, Einar ^{[2
]}

Therrien, William J. ^{[1
]}

机构：

[1] Univ Virginia, Sch Educ & Human Dev, 405 Emmet St S, Charlottesville, VA 22903 USA

[2] VIA Ctr Neurodev, Charlottesville, VA USA

[3] Arkansas State Univ, Jonesboro, AR USA

[4] Virginia Tech, Dept Psychol, Blacksburg, VA 24060 USA

来源：

JOURNAL OF BEHAVIORAL EDUCATION | 2024年

关键词：

Autism; Vocational social skills; Video modeling; Multiple probe design; Post-secondary transition; ADULTS; INDIVIDUALS; DISORDERS; OUTCOMES; CHILDREN;

D O I：

10.1007/s10864-024-09561-9

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Youth with autism often require additional instruction in common vocational social skills to improve their employment outcomes. This study examined the effects of an assessment-based intervention involving video modeling plus feedback to teach common workplace social skills in a simulated work environment. Three transition-aged youth with autism participated in the study. We found the intervention to be highly effective at teaching the initial acquisition of skills; however, we observed mixed results regarding generalization of skills to new supervisors and to a community work setting.

引用

页数：24

共 47 条

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[10] Assessing the Effects of Practitioner-Created and Implemented Video-Based Intervention to Teach Vocational Skills to Autistic Young Adults
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