Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability

The disappointing employment outcomes of students with severe intellectual disability (ID) can be exacerbated by deficits in social skills development. Within high school transition programs, interventions targeting employment-related social behaviors should be designed to emphasize individualizatio...

Full description

Bibliographic Details
Main Author:	Gilson, Carly Blustein
Other Authors:	Erik W. Carter
Format:	Others
Language:	en
Published:	VANDERBILT 2017
Subjects:	Special Education
Online Access:	http://etd.library.vanderbilt.edu/available/etd-03142017-153615/

id	ndltd-VANDERBILT-oai-VANDERBILTETD-etd-03142017-153615
record_format	oai_dc
spelling	ndltd-VANDERBILT-oai-VANDERBILTETD-etd-03142017-1536152017-03-22T05:45:57Z Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability Gilson, Carly Blustein Special Education The disappointing employment outcomes of students with severe intellectual disability (ID) can be exacerbated by deficits in social skills development. Within high school transition programs, interventions targeting employment-related social behaviors should be designed to emphasize individualization, self-regulation, and generalization. I used a multiple-probe-across-participants, single-case experimental design to examine the effects of video-based instruction on the individualized employment-related social behaviors (ERSB) of five high school students with severe ID. For all participants, the intervention increased ERSB and sustained task engagement in the school setting and maintained over time. Students and staff facilitators considered the intervention beneficial and enjoyable. I offer implications for supporting social skills development and employment preparation within secondary schools. Erik W. Carter Victoria F. Knight Blair P. Lloyd Elise D. McMillan VANDERBILT 2017-03-21 text application/pdf http://etd.library.vanderbilt.edu/available/etd-03142017-153615/ http://etd.library.vanderbilt.edu/available/etd-03142017-153615/ en restrictsix I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.
collection	NDLTD
language	en
format	Others
sources	NDLTD
topic	Special Education
spellingShingle	Special Education Gilson, Carly Blustein Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability
description	The disappointing employment outcomes of students with severe intellectual disability (ID) can be exacerbated by deficits in social skills development. Within high school transition programs, interventions targeting employment-related social behaviors should be designed to emphasize individualization, self-regulation, and generalization. I used a multiple-probe-across-participants, single-case experimental design to examine the effects of video-based instruction on the individualized employment-related social behaviors (ERSB) of five high school students with severe ID. For all participants, the intervention increased ERSB and sustained task engagement in the school setting and maintained over time. Students and staff facilitators considered the intervention beneficial and enjoyable. I offer implications for supporting social skills development and employment preparation within secondary schools.
author2	Erik W. Carter
author_facet	Erik W. Carter Gilson, Carly Blustein
author	Gilson, Carly Blustein
author_sort	Gilson, Carly Blustein
title	Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability
title_short	Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability
title_full	Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability
title_fullStr	Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability
title_full_unstemmed	Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability
title_sort	video-based instruction to promote employment-related social behaviors for high school students with severe intellectual disability
publisher	VANDERBILT
publishDate	2017
url	http://etd.library.vanderbilt.edu/available/etd-03142017-153615/
work_keys_str_mv	AT gilsoncarlyblustein videobasedinstructiontopromoteemploymentrelatedsocialbehaviorsforhighschoolstudentswithsevereintellectualdisability
_version_	1718433974489972736

Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability

Similar Items