Effectiveness of a peer-mediated intervention on job and social skills for students with intellectual disability: a pilot study

Abstract

Building foundational job and social skills for high school students with intellectual disability (ID) is critical for post-school employment success. Unfortunately, students with ID often experience limited opportunities to learn and hone these skills while in school. One way to build job and social skills are through a peer-mediated intervention (PMI) in a work-based learning experience (WBLE). A multiple-baseline design across participant dyads with generalization probes was used to investigate the effects of implementing a PMI on job and social skills for students with ID in a WBLE. Results showed that participants demonstrated improvements in job task independence and social interactions. Furthermore, social interaction quality improved after implementing the PMI for most dyads. Limitations and implications for future research are discussed. © The British Society of Developmental Disabilities 2022.

Keywords

Author Keywords

Social skills intellectual disability work-based learning experience job tasks peer-mediated intervention

Index Keywords

Employment adult female human male questionnaire adolescent Article young adult Vocational education controlled study work environment intellectual impairment information processing clinical article social interaction pilot study social competence social validity checklist data analysis dependent variable Interrater reliability

Author Affiliations

Department of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO, United States, Department of Special Education, University of Illinois at Chicago, Chicago, IL, United States

Department of Special Education, University of Illinois at Chicago, Chicago, IL, United States

Funding & Acknowledgements

American Educational Research Association, AERA

This research was conducted when the first author was a doctoral candidate at the University of Illinois at Chicago. We are greatly indebted to all the participants and professionals for making this dissertation possible. Portions of this project were presented at the 2017 annual conferences of the CEC-Division on Career Development and Transition, American Speech-Language and Hearing Association, TASH, and the 2018 annual conference of the American Educational Research Association.

References 10 References

1 Agran, Martin, Employment social skills: What skills are really valued?, Career Development and Transition for Exceptional Individuals, 39, 2, pp. 111-120, (2016)

2 Athamanah, Lindsay S., Implementing a peer-mediated intervention in a work-based learning setting for students with autism spectrum disorders, Education and Training in Autism and Developmental Disabilities, 54, 2, pp. 196-210, (2019)

3 Beyer, Stephen, The impact of agency organisation and natural support on supported employment outcomes, Journal of Vocational Rehabilitation, 36, 2, pp. 109-119, (2012)

4 Bobroff, Sheryl, The effects of peer tutoring interview skills training with transition-age youth with disabilities, Journal of Vocational Rehabilitation, 33, 3, pp. 143-157, (2010)

5 Persons with A Disability Labor Force Characteristics Summary, (2013)

6 Persons with A Disability Labor Force Characteristics Summary, (2021)

7 Carter, Erik William, Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities, Exceptional Children, 82, 2, pp. 209-233, (2016)

8 Carter, Erik William, Effects of peer support interventions on students' access to the general curriculum and social interactions, Research and Practice for Persons with Severe Disabilities, 30, 1, pp. 15-25, (2005)

9 Tash Connections Newsletter, (2008)

10 Peer Support Strategies for Improving all Students Social Lives and Learning, (2009)

Effectiveness of a peer-mediated intervention on job and social skills for students with intellectual disability: a pilot study

How to Cite