视频建模对社区就业环境下青年自闭症患者的影响

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2020-08-06 DOI:10.1177/2165143420941488

L. A. Bross, J. Travers, Howard P. Wills, Jonathan M. Huffman, Emma K. Watson, Mary E. Morningstar, B. Boyd

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引用次数: 11

摘要

这项单案例设计研究评估了视频建模（VM）干预对五名患有自闭症谱系障碍（ASD）的年轻人的客户服务技能的影响。目标行为是将问候语、服务语和结束语与社区就业环境相结合。视觉分析的系统方法表明，所有参与者都存在功能关系。同事、工作教练和主管在泛化条件下成功地应用了VM干预。在第2周和第4周进行的维护调查表明，大多数客户服务技能都得到了保持。结果表明，虚拟机在提高与客户互动的质量方面也很有效。讨论了ASD年轻人竞争性就业的研究和实践意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Effects of Video Modeling for Young Adults With Autism in Community Employment Settings

This single case design study evaluated the effects of a video modeling (VM) intervention on the customer service skills of five young adults with autism spectrum disorder (ASD). Verbalization of greeting, service, and closing phrases contextualized to community employment settings were the target behaviors. A systematic approach to visual analysis indicated the presence of a functional relation for all participants. Coworkers, job coaches, and supervisors successfully applied the VM intervention during the generalization condition. Maintenance probes conducted at 2 and 4 weeks indicated that most customer service skills were maintained. Results indicated VM was also effective in enhancing the quality of interactions with customers. Implications for research and practice related to the competitive employment of young adults with ASD are discussed.

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来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.