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Abstract

A study of Vocational Coping Training (VCT), an intervention to develop job maintenance skills, was completed with a group of learning disabled high school-age women. Ratings of role play behavior in vocational situations indicated that the experimental group (n = 12) acquired more of the job maintenance skills than did the control group (n = 10). At the end of training, the experimental group was also rated significantly higher on social competence and employability, although no change occurred on a cognitive measure of work-related thoughts. Results suggested the need for greater emphasis on modeling and role playing strategies to teach job maintenance behaviors, positive work-related cognitions, and appropriate nonverbal and paralinguistic styles.

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Developing Job Maintenance Skills in Learning Disabled Youth

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