Using Practitioner-Implemented Video Models to Teach Vocational Social Skills in a Rural Public School

Abstract

Youth with autism spectrum disorder or intellectual and developmental disabilities often require instruction to learn common vocational social skills used to solve problems and interact with coworkers. In rural communities, students may lack access to job experiences or related service providers to support the acquisition of these skills, resulting in the need for classroom-based interventions. This study used a multiple probe across behaviors design to examine the effects of an intervention involving video modeling plus feedback to teach common vocational social skills in a rural public school classroom. Three young adults with autism or intellectual disability participated in the study. We found the intervention to be effective at increasing the use of these skills in a simulated work setting within the classroom. Participants successfully utilized the learned skills in a community-based work experience and maintained most skills 2 months following intervention. We discuss the implications of our findings and suggest areas for future research.