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Using Constant Time Delay and eCoach...

Horn, Annemarie L.

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Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment./
作者:	Horn, Annemarie L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	119 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10601809
ISBN:	9780355358766

Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment.
Horn, Annemarie L.

Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 119 p.

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Old Dominion University, 2017.

The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity.

ISBN: 9780355358766Subjects--Topical Terms:

516693
Special education.

Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment.
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245 1 0 $a Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment.
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Robert A. Gable.
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520 $a The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity.
520 $a The purpose of this study was to examine the effectiveness and participant perceptions of implementing the constant time delay (CTD) procedure, using a four second delay interval between presentation of the stimulus and providing a controlling prompt, when teaching students with ASD and ID during community-based instruction (CBI). Additionally, eCoaching, using bug-in-ear (BIE) technology, was used to coach the teacher interventionist. A multiple probe design across participants was used to evaluate the effects of the CTD with eCoaching intervention package on participants' ability to independently sort and arrange clothing in sequential order by size in a local department store. The procedural fidelity of the teacher interventionist implementing CTD while receiving eCoaching, which consisted of real-time praise and corrective feedback, also was measured. Utilizing eCoaching while applying the CTD procedure resulted in consistently high rates of procedural fidelity. Correspondingly, the results demonstrated that young adult students rapidly acquired, generalized, and maintained the newly learned sorting skills up to three weeks post-intervention. All participants highly rated the CTD with eCoaching intervention package in terms of its effectiveness and desire for continued teaching and learning use of the procedure. Last, the discussion focuses on implications for practical application and future research.
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