Article Details

Research Database: Article Details

Citation:  Bobroff, S. & Sax, C. L. (2010). The effects of peer tutoring interview skills training with transition-age youth with disabilities. Journal of Vocational Rehabilitation, 33 (3), 143-157.
Title:  The effects of peer tutoring interview skills training with transition-age youth with disabilities
Authors:  Bobroff, S. & Sax, C. L.
Year:  2010
Journal/Publication:  Journal of Vocational Rehabilitation
Publisher:  IOS Press
Full text:   
Peer-reviewed?  Yes
NIDILRR-funded?  Yes

Structured abstract:

Background:  This paper examines the effectiveness of peer tutors teaching interview skills to transition-age youth with disabilities. Findings from studies show that students with disabilities do not receive adequate instruction in preparing for employment due to a variety of reasons. One strategy to improve employability skills is through the use of well-trained peer tutors to assist in teaching interviewing strategies. Providing training, structure, and support are important to designing a successful peer-tutoring program. Peer tutoring is beneficial to both tutors and tutees; it provides opportunities for self-advocacy and self-determination. The 6 students who participated in this 11-week study improved their interviewing skills when compared to their baseline data. Students with histories of behavior problems engaged in positive social interactions. Initial results indicate that the use of peer tutoring is an effective approach for students with disabilities to improve their abilities to interview for employment.

Disabilities served:  Multiple disabilities
Populations served:  Transition-age youth (14 - 24)
Interventions:  Peer mentor
Vocational rehabilitation