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Journal of Autism and Developmental Disorders

Gepubliceerd in:

29-08-2016 | Original Paper

Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study

Auteurs: Carly B. Gilson, Erik W. Carter

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2016

Abstract

The employment outcomes for young adults with autism or intellectual disability (ID) lag far behind those of their peers without disabilities. Most postsecondary education programs for students with disabilities incorporate internship experiences to foster employment skills. However, the proximity of job coaches may inadvertently hinder social opportunities and independence. We used a multiple-probe, single-case experimental design across three college students with autism or ID to examine the effects of a coaching package on task engagement and social interactions. For all participants, interactions increased and task engagement maintained when job coaches reduced proximity and delivered prompts discreetly through bug-in-ear devices. Participants considered the intervention beneficial and unobtrusive. We present implications for supporting employment preparation within postsecondary education programs.

vorige artikel Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder

volgende artikel Brief Report: DSM-5 Sensory Behaviours in Children With and Without an Autism Spectrum Disorder

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Titel: Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study
Auteurs: Carly B. Gilson
Erik W. Carter
Publicatiedatum: 29-08-2016
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 11/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-016-2894-2

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