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Teaching Problem-Solving Skills as a Soft Skill for Employment to Individuals With Autism and Intellectual and Developmental Disabilities Using Video Modelling in a Virtual Learning Environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teaching Problem-Solving Skills as a Soft Skill for Employment to Individuals With Autism and Intellectual and Developmental Disabilities Using Video Modelling in a Virtual Learning Environment./
作者:	Oliech, Cliff G.
面頁冊數:	1 online resource (250 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30314762click for full text (PQDT)
ISBN:	9798379519117

Teaching Problem-Solving Skills as a Soft Skill for Employment to Individuals With Autism and Intellectual and Developmental Disabilities Using Video Modelling in a Virtual Learning Environment.
Oliech, Cliff G.

Teaching Problem-Solving Skills as a Soft Skill for Employment to Individuals With Autism and Intellectual and Developmental Disabilities Using Video Modelling in a Virtual Learning Environment. - 1 online resource (250 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--Duquesne University, 2023.

Includes bibliographical references

Individuals with Autism (ASD) and Intellectual and Developmental Disabilities (IDD) exhibit poor post-secondary education employment outcomes compared to their disabled and non-disabled peers (Shattuck et al., 2012; Taylor et al., 2015). In addition, due to the COVID-19 pandemic school closures, students with ASD and/or IDD in post-secondary transition programs may have lost crucial instruction time, possibly putting them at risk for unemployment and underemployment. Consequently, this research study sought to establish through multiple-baselines across participants design how effective VM can be in teaching problem-solving skills as a soft skill for employment to post-secondary transition education students with ASD and/or IDD in a virtual learning environment. The study was conducted in a post-secondary transition program and included four 20-year-old participants with ASD and/or IDD. The participants learned how to solve work-related problems using a variety of VM demonstrations through a virtual learning platform. The VMs shown to the participants utilized a self-determined learning model (SDLM) for problem-solving (i.e., a three-step process for systematically solving problems through self-talk). The study results revealed that VM was highly effective (d = 2.0; SE = 0.44; 95% CI [1.04 - 2.89]) in teaching problem-solving skills to the four participants through a virtual learning platform. Despite observed variability in participant performance, they maintained the learned problem-solving skills and generalized them to solve new problems in an actual work setting. Data from the social validity questionnaire also indicated that the intervention had a desirable effect on the participants and their teachers/job coaches who participated as observers in the study. The participants reported that they enjoyed learning about problem-solving skills using VM in a virtual learning environment and believed their peers not involved in the study could also benefit from the intervention. The teachers/job coaches also said they would be willing to apply VM to teach problem-solving skills in their classrooms poststudy.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379519117Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

AutismIndex Terms--Genre/Form:

542853
Electronic books.

Teaching Problem-Solving Skills as a Soft Skill for Employment to Individuals With Autism and Intellectual and Developmental Disabilities Using Video Modelling in a Virtual Learning Environment.
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