Improving Vocational Skills of Students with Disabilities

Abstract

Get full access to this article

View all access options for this article.

References

Allen

K. D.

Burke

R. V.

Howard

M. R.

Wallace

D. P.

Bowen

S. L.

(2012). Use of audio cuing to expand employment opportunities for adolescents with autism spectrum disorder and intellectual disabilities. Journal of Autism and Developmental Disorders, 42 (11), 2410–2419. http://dx.doi.org/10.1007/s10803-012-1519-7.

Ayers

K. M.

Mechling

Sansosti

F. J.

(2013). The use of mobile technologies to assist with life skills/independence of students with moderate/severe intellectual disability and/or autism spectrum disorders: Considerations for the future of school psychology. Psychology in the Schools, 50 (3), 259–271. http://dx.doi.org/10.1002/pits.21673.

Bennett

K. D.

Brady

M. P.

Scott

Dukes

Frain

(2010). The effects of covert audio coaching on the job performance of supported employees. Focus on Autism and Other Developmental Disabilities, 25, 173–185. http://dx.doi.org/10.1177/1088357610371636.

Bennett

K. D.

Ramasamy

Honsberger

(2013a). The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43 (3), 585–593. http://dx.doi.org/10.1007/s10803-012-1597-6.

Bennett

K. D.

Ramasamy

Honsberger

(2013b). Further examination of covert audio coaching on improving employment skills among secondary students with autism. Journal of Behavioral Education, 22 (2), 103–119. http://dx.doi.org/10.1007/s10864-013-9168-2.

Cooper

J. O.

Heron

T. E.

Heward

W. L.

(2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.

Goodman

Brady

M. P.

Duffy

M. L.

Scott

Pollard

N. E.

(2008). The effects of “bug-in-ear” supervision on special education teachers' delivery of learn units. Focus on Autism and Other Developmental Disabilities, 23, 207–216. http://dx.doi.org/10.1177/1088357608324713.

Houtenville

Kalargyrou

(2012). People with disabilities: Employers' perspectives on recruitment practices, strategies, and challenges in leisure and hospitality. Cornell Hospitality Quarterly, 53 (1), 40–52. http://dx.doi.org/10.1177/1938965511424151.

Korner

I. N.

Brown

W. H.

(1952). The mechanical third ear. Journal of Consulting Psychology, 16 (1), 81–84. http://dx.doi.org/10.1037/h0061630.

10.

Newman

Wagner

Cameto

Knokey

(2009, April). The post-high school outcomes of youth with disabilities up to 4 years after leaving high school: A report from the National Longitudinal Transition Study-2 (NLTS-2) (NCSER 2009–3017). Menlo Park, CA: SRI International.

11.

Price

A. T.

Martella

R. C.

Marchand-Martella

N. E.

Clenthous

C. C.

(2002). A comparison of immediate feedback delivered via an FM headset versus delayed feedback on the inappropriate verbalizations of a student with ADHD. Education and Treatment of Children, 25 (2), 159–171.

12.

Scheeler

M. C.

Macluckie

Albright

(2010). Effects of immediate feedback delivered by peer tutors on the oral presentation skills of adolescents with learning disabilities. Remedial and Special Education, 31 (2), 77–86. http://dx.doi.org/10.1177/0741932508327458.

13.

Scheeler

M. C.

McKinnon

Stout

(2012). Effects of immediate feedback delivered via webcam and bug-in-ear technology on preservice teacher performance. Teacher Education and Special Education, 35 (1), 77–90. http://dx.doi.org/10.1177/0888406411401919.