Abstract
Objectives
Job-matching assessments have been used to pair potential employees with jobs that align with their interest and skill. The objective of this study was to explore whether these assessments could be used to identify target skills that, once acquired, could increase the job match potential.
Methods
We used a teacher-as-rater vocational fit assessment (VFA) job-matching report in the pre-intervention session to identify skills the teacher perceived as needing intervention and conducted the VFA again during the post-intervention session to evaluate the effects of intervention in modifying the rating of the VFA. This study utilized a multiple baseline across participants’ design to evaluate the effectiveness of video prompting to teach three transition-age students with intellectual and developmental disabilities to sort library books.
Results
The results indicated that video prompting was effective in teaching students the target skill. However, three participants learned the target skill to different degrees. Two students were able to generalize the skills while the third student did not meet the skill mastery criteria during the intervention phase needed to move on to generalization. Based on the post-intervention VFA reports, the teacher’s perception of student skill only changed for one participant.
Conclusions
It was concluded that while the intervention was effective in teaching the targeted skill, there was less impact on the VFA outcomes.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Banda, D. R., Dogoe, M. S., & Matuszny, R. M. (2011). Review of video prompting studies with persons with developmental disabilities. Education and Training in Autism and Developmental Disabilities, 46, 514–527 https://www.jstor.org/stable/24232363.
Begeny, J. C., Krouse, H. E., Brown, K. G., & Mann, C. M. (2011). Teacher judgments of students’ reading abilities across a continuum of rating methods and achievement measures. School Psychology Review, 40, 23–38. https://doi.org/10.1037/1045-3830.23.1.43.
Bureau of Labor Statistics. (2020). Persons with a disability: labor force characteristics-2019. https://www.bls.gov/news.release/pdf/disabl.pdf.
Cannella-Malone, H., Sigafoos, J., O’Reilly, M., de la Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 41, 344–356 https://www.jstor.org/stable/23879661.
Chen, B. B., & Yakubova, G. (2019). Promoting independence with vocational audio and video prompting for students with ASD. Teaching Exceptional Children, 52(2), 98–106. https://doi.org/10.1177/0040059919874308.
Cullen, J. M., Simmons-Reed, E. A., & Weaver, L. (2017). Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities. Psychology in the Schools, 54, 965–978. https://doi.org/10.1002/pits.22056.
DiLeo, D., & Langton, D. (1993). Get the marketing edge! A job developer’s toolkit for people with disabilities. Training Resource Network.
Domire, S. C., & Wolfe, P. (2014). Effects of video prompting techniques on teaching daily living skills to children with autism spectrum disorders: a review. Research and Practice for Persons with Severe Disabilities, 39, 211–226. https://doi.org/10.1177/1540796914555578.
Gardner, S., & Wolfe, P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: a review. Research and Practice for Persons with Severe Disabilities, 38, 73–87. https://doi.org/10.2511/027494813807714555.
Gardner, S., & Wolfe, P. (2015). Teaching students with developmental disabilities daily living skills using point-of-view modeling plus video prompting with error correction. Focus on Autism and Other Developmental Disabilities, 30, 195–207. https://doi.org/10.1177/1088357614547810.
Gast, D. L., Lloyd, B. P., & Ledford, J. R. (2018). Multiple baseline and multiple probe designs. In J. R. Ledford & D. L. Gast (Eds.), Single case research methodology: applications in special education and behavioral sciences (pp. 239–281). Routledge.
Gilson, C. B., Carter, E. W., & Biggs, E. E. (2017). Systematic review of instructional methods to teach employment skills to secondary students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 42, 89–107. https://doi.org/10.1177/1540796917698831.
Heider, A. E., Cannella-Malone, H. I., & Andzik, N. R. (2019). Effects of self-directed video prompting on vocational task acquisition. Career Development and Transition for Exceptional Individuals, 42, 87–98. https://doi.org/10.1177/2165143417752901.
Herrick, S. J., Harper, W., Santola, S., & Finley, J. (2019). Mobile device-based interventions for individuals with autism spectrum disorder. Journal of Counselor Practice, 10, 59–75. https://doi.org/10.22229/mdb1012019.
Hiersteiner, D., Bershadsky, J., Bonardi, A., & Butterworth, J. (2016). Working in the community: the status and outcomes of people with intellectual and developmental disabilities in integrated employment—update 2. https://www.dol.gov/odep/topics/EmploymentFirst/EmploymentDataBrief-NC_ICI-5-2016.pdf.
Knight, V. F., Kuntz, E. M., & Brown, M. (2018). Paraprofessional-delivered video prompting to teach academics to students with severe disabilities in inclusive settings. Journal of Autism and Developmental Disorders, 48, 2203–2216. https://doi.org/10.1007/s10803-018-3476-2.
Kregel, J., Banks, P. D., & Hill, M. (1991). Effective job matching in supported employment. Journal of Vocational Rehabilitation, 1, 51–58. https://doi.org/10.3233/jvr-1991-1107.
Morgan, R. L. (2008). Job matching: Development and evaluation of a web-based instrument to assess degree of match among employment preferences. Journal of Vocational Rehabilitation, 29, 29–38 1052–2263/08.
Müller, E., & VanGilder, R. (2014). The relationship between participation in project SEARCH and job readiness and employment for young adults with disabilities. Journal of Vocational Rehabilitation, 40, 15–26. https://doi.org/10.3233/JVR130660.
National Core Indicators®. (2019). National Core Indicators® 2018–19 In-Person Survey (IPS): Work. https://www.nationalcoreindicators.org/upload/core-indicators/Employment_4_16.pdf.
Persch, A. C., Cleary, D. S., Rutkowski, S., Malone, H. I., Darragh, A. R., & Case-Smith, J. D. (2015a). Current practices in job matching: a project SEARCH perspective on transition. Journal of Vocational Rehabilitation, 43, 259–273. https://doi.org/10.3233/JVR-150774.
Persch, A. C., Gugiu, P. C., Onate, J. A., & Cleary, D. S. (2015b). Development and psychometric evaluation of the vocational fit assessment. American Journal of Occupational Therapy, 69(6), 1–8. https://doi.org/10.5014/ajot.2015.019455.
Rowe, D. A., Mazzotti, V. L., Hirano, K., & Alverson, C. Y. (2015). Assessing transition skills in the 21st century. Teaching Exceptional Children, 47(6), 301–309. https://doi.org/10.1177/0040059915587670.
Seaman, R. L., & Cannella-Malone, H. I. (2016). Vocational skills interventions for adults with autism spectrum disorder: a review of the literature. Journal of Developmental and Physical Disabilities, 28(3), 479–494. https://doi.org/10.1007/s10882-016-9479-z.
Seaman-Tullis, R. L., Cannella-Malone, H. I., & Brock, M. E. (2019). Training a paraprofessional to implement prompting with error correction to teach a vocational skill. Focus on Autism and Other Developmental Disorders, 34, 107–117. https://doi.org/10.1177/1088357618794914.
Smith, K. A., Ayres, K. M., & Mechling, L. C. (2015). Evaluating the effects of a video prompt in a system of least prompts procedure. Career Development and Transition for Exceptional Individuals, 38, 39–49. https://doi.org/10.1177/2165143413511981.
Südkamp, A., Kaiser, J., & Möller, J. (2012). Accuracy of teachers’ judgments of students’ academic achievement: a meta-analysis. Journal of Educational Psychology, 104, 743–762. https://doi.org/10.1037/a0027627.
Swenson, A. T. (2000). The new art of hiring smart: Matching the right person to the right job (no. E-C013). International Institute of Marketing Excellence. http://onlinepubs.trb.org/onlinepubs/circulars/ec013/2bswenson.pdf.
Talapatra, D., Roach, A. T., Varjas, K., Houchins, D. E., & Crimmins, D. B. (2018). Transition services for students with intellectual disabilities: school psychologists’ perceptions. Psychology in the Schools, 56, 56–78. https://doi.org/10.1002/pits.22189.
Test, D. W., & Cease-Cook, J. (2012). Evidence-based secondary transition practices for rehabilitation counselors. Journal of Rehabilitation, 78(2), 30–38.
Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. Pearson Education, Inc..
VocFit.com (nd). Customized Employment Support. https://www.vocfit.com.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., et al. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: a comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.
Author information
Authors and Affiliations
Contributions
HM: designed the study, supervised data analysis, and co-wrote the manuscript. EB and XS executed the study, assisted with data analysis, and collaborated with writing the manuscript.
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Ethics Approval
Approval was obtained from the ethics committee of The Ohio State University. The procedures used in this study adhere to the tenets of the Declaration of Helsinki.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Cannella-Malone, H.I., Bumpus, E.C. & Sun, X. Using a Job-Matching Assessment to Inform Skills to Target with Video Prompting. Adv Neurodev Disord 4, 471–479 (2020). https://doi.org/10.1007/s41252-020-00182-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s41252-020-00182-7