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 |