Techniques Utilized by Practitioners to Teach Skills to Adolescents and Adults with Disabilities
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Joseph Shanagher-Bruno
College:
College of Education
Major:
Special Education- Applied Behavior Analysis and Autism Spectrum Disorders
Faculty Research Advisor(s):
Randi Sarokoff
Abstract:
Individuals with developmental disabilities transition to an adult services environment where the direct service providers (DSP,) the individuals will rely upon may possess a knowledge and training deficit for evidence-based practices (Gerhardt & Lainer, 2011). Utilizing instructional techniques for skill acquisition based outcomes help disabled adults continue to grow in their homes and communities. The purpose of this study was to determine which of the evidence-based strategies reviewed through literature review were perceived to be effective while being used in the field. A literature review was conducted to determine a sample of instructional methods that have shown to be effective for teens and adults with developmental disabilities. The purpose of this study was to determine which empirically supported instructional methods are being utilized by service providers to teach teens and adults with developmental disabilities various skills. The current study asked the sampled DSPs to supply their perceived effectiveness of the instructional methods they utilized to teach skills to their population. The survey and accompanying Likert scale was distributed to DSP workers at a large agency (over 500 employees) and across various departments that included residential, day program, community support, and school services. Participant responses were recorded, sorted, and analyzed to determine which methods were most utilized and which methods may require more awareness or training to implement. It is hypothesized that utilizing games, a task analysis, and picture exchange communication system will be the most utilized and will be perceived as most effective by the participants.