Article Details

Research Database: Article Details

Citation:  Mazzotti, V.L.; Kittelman, A.; Bromley, K.W.; & Hirano, K.A. (2020). Experimental analysis of multi-component intervention to support youth in integrated work settings. Journal of Vocational Rehabilitation, 53 (2), 145-158.
Title:  Experimental analysis of multi-component intervention to support youth in integrated work settings
Authors:  Mazzotti, V.L.; Kittelman, A.; Bromley, K.W.; & Hirano, K.A.
Year:  2020
Journal/Publication:  Journal of Vocational Rehabilitation
Publisher:  IOS Press
DOI:  https://doi.org/10.3233/JVR-201092
Full text:  https://content.iospress.com/articles/journal-of-vocational-rehabil...    |   PDF   
Peer-reviewed?  Yes
NIDILRR-funded?  Yes

Structured abstract:

Background:  Work-based learning experiences provide secondary students meaningful opportunities to acquire skills needed for long-term employment. Students with disabilities engaging in problem behaviors on the job are vulnerable to having employment opportunities reduced or terminated. One way to develop appropriate work-based behaviors that may promote long-term, competitive integrated employment is to address problem behaviors in high school to ensure students enter the workforce career ready.
Purpose:  The purpose of this study was to examine the effects of a function-based, self-determined multi-component intervention on the reduction of work-based problem behaviors for secondary youth with disabilities.
Data collection and analysis:  This study used a single-case A-B-A-B withdrawal design to examine the effects of the intervention on two student participants’ off-task, work-based problem behaviors.
Findings:  Based on visual analysis of graphed data, results indicated a functional relation between the function-based, self-determined multi-component intervention and decrease in off-task, work-based problem behaviors for each student participant. The intervention was rated as socially valid by students and job coaches.
Conclusions:  This study provides empirical evidence to support implementation of using FBAs and self-determination interventions in combination during work-based learning experiences to decrease work-based problem behaviors for secondary students with disabilities. Limitations and implications for future research and practice are discussed.

Disabilities served:  Autism / ASD
Cognitive / intellectual impairment
Developmental disabilities
Multiple disabilities
Populations served:  Transition-age youth (14 - 24)
Transition-age students (14 - 22)
Interventions:  Accommodations
On-the-job training and support
Supported employment
Self-determination / self-advocacy
Transition services
Outcomes:  Employment acquisition
Full-time employment
Part-time employment