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Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment./
Author:	Horn, Annemarie L.
Description:	1 online resource (119 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355358766

Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment.
Horn, Annemarie L.

Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment. - 1 online resource (119 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ph.D.)--Old Dominion University, 2017.

Includes bibliographical references

The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355358766Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment.
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100 1 $a Horn, Annemarie L. $3 1189038
245 1 0 $a Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment.
264 0 $c 2017
300 $a 1 online resource (119 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
500 $a Adviser: Robert A. Gable.
502 $a Thesis (Ph.D.)--Old Dominion University, 2017.
504 $a Includes bibliographical references
520 $a The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of postsecondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity.
520 $a The purpose of this study was to examine the effectiveness and participant perceptions of implementing the constant time delay (CTD) procedure, using a four second delay interval between presentation of the stimulus and providing a controlling prompt, when teaching students with ASD and ID during community-based instruction (CBI). Additionally, eCoaching, using bug-in-ear (BIE) technology, was used to coach the teacher interventionist. A multiple probe design across participants was used to evaluate the effects of the CTD with eCoaching intervention package on participants' ability to independently sort and arrange clothing in sequential order by size in a local department store. The procedural fidelity of the teacher interventionist implementing CTD while receiving eCoaching, which consisted of real-time praise and corrective feedback, also was measured. Utilizing eCoaching while applying the CTD procedure resulted in consistently high rates of procedural fidelity. Correspondingly, the results demonstrated that young adult students rapidly acquired, generalized, and maintained the newly learned sorting skills up to three weeks post-intervention. All participants highly rated the CTD with eCoaching intervention package in terms of its effectiveness and desire for continued teaching and learning use of the procedure. Last, the discussion focuses on implications for practical application and future research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Disability studies. $3 809395
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0201
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Old Dominion University. $b Comm Disorders & Special Educ. $3 1189039
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10601809 $z click for full text (PQDT)