| 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://worksupport.com/research/documents/pdf/jvr_2020_532_jvr532j...
|
| Peer-reviewed? |
Yes
|
| NIDILRR-funded? |
Yes
|
| 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. |
