Do Literacy-Based Behavioral Interventions Increase Job Interviewing Skills in Young Adults With Intellectual Disabilities?

Abstract

Competitive employment is essential for individuals with intellectual disabilities (ID), but many face barriers, including underdeveloped job interviewing skills. Two studies indicate a literacy-based behavioral intervention (LBBI) improves interviewing skills for students attending inclusive postsecondary education programs. This study aimed to evaluate whether an LBBI could enhance job interview skill independence and accuracy for young adults with ID attending a public school program who had minimal job readiness training. Three young adults with ID participated in an in-person LBBI using a non-concurrent multiple baseline design. They were assessed on their ability to complete a job interview task analysis independently and to maintain and generalize these skills. Visual analysis showed positive trends in skill acquisition. Two students mastered, maintained, and generalized the skill, while the third neared mastery before withdrawing due to experiencing a traumatic event. On average, students gained 10.33 steps on the 17-step task analysis, with one needing visual supports and another benefiting from trauma-informed strategies. The LBBI shows promise for teaching job interview skills, though adaptations may be necessary to address individual needs and background knowledge. Further research is required to assess long-term maintenance and effectiveness in real job interviews.

Keywords

intellectual disability single-case experimental career development/employment

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