ERIC Number: EJ1117485
Record Type: Journal
Publication Date: 2016-Nov
Abstractor: As Provided
Promoting Social Interactions and Job Independence for College Students with Autism or Intellectual Disability: A Pilot Study
Gilson, Carly B.; Carter, Erik W.
Journal of Autism and Developmental Disorders, v46 n11 p3583-3596 Nov 2016
The employment outcomes for young adults with autism or intellectual disability (ID) lag far behind those of their peers without disabilities. Most postsecondary education programs for students with disabilities incorporate internship experiences to foster employment skills. However, the proximity of job coaches may inadvertently hinder social opportunities and independence. We used a multiple-probe, single-case experimental design across three college students with autism or ID to examine the effects of a coaching package on task engagement and social interactions. For all participants, interactions increased and task engagement maintained when job coaches reduced proximity and delivered prompts discreetly through bug-in-ear devices. Participants considered the intervention beneficial and unobtrusive. We present implications for supporting employment preparation within postsecondary education programs.
Descriptors: Intellectual Disability, Autism, Pervasive Developmental Disorders, Young Adults, Interpersonal Competence, Coaching (Performance), Interpersonal Relationship, Proximity, Prompting, Intervention, Normalization (Disabilities), Community Based Instruction (Disabilities), College Students, Job Skills
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A