Abstract
We evaluated an intensive program in a simulated format for rapidly teaching a job skill to nonvocal adults with autism. Following baseline probes with a new work task of assembling mailing boxes at a publishing company, 3 supported workers individually received repeated teaching sessions at a simulated work site. All workers met criterion with 1 day of simulation teaching, with subsequent criterion level performance upon returning to the job (1 worker required booster trials). Intensive teaching did not occasion problem behavior nor unhappiness indices. Improved work performance also occurred with two generalization tasks involving different materials. Implications for practitioners focus on improving worker performance without interfering with work completion that often accompanies on-the-job training. Potential applications of intensive programs for rapidly teaching other skills are discussed.
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Lattimore, L.P., Parsons, M.B. & Reid, D.H. Rapid Training of a Community Job Skill to Nonvocal Adults with Autism: An Extension of Intensive Teaching. Behav Analysis Practice 2, 34–42 (2009). https://doi.org/10.1007/BF03391735
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DOI: https://doi.org/10.1007/BF03391735