Effects of TEACCH Structured Teaching on Independent Work Skills among Individuals with Severe Disabilities
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| Title: | Effects of TEACCH Structured Teaching on Independent Work Skills among Individuals with Severe Disabilities |
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| Language: | English |
| Authors: | Park, Inhwan, Kim, Yu-Ri |
| Source: | Education and Training in Autism and Developmental Disabilities. Dec 2018 53(4):343-352. |
| Availability: | Division on Autism and Developmental Disabilities, Council for Exceptional Children. DDD, P.O. Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://daddcec.org/Publications/ETADDJournal.aspx |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Severe Disabilities, Teaching Methods, Job Skills, Instructional Effectiveness, Behavior Problems, Job Performance, Foreign Countries, Adults, Intelligence Tests, Vocational Rehabilitation, Intervention, Day Programs |
| Geographic Terms: | South Korea |
| Assessment and Survey Identifiers: | Wechsler Adult Intelligence Scale |
| ISSN: | 2154-1647 |
| Abstract: | To support employment of individuals with severe disabilities, instructional approaches for improving independent performance are urgently needed. The purpose of this research was to assess the effects of TEACCH structured teaching on the independent work skills of individuals with severe disabilities in a job setting. A multiple probe across participants design was used for this study. Results demonstrated that structured teaching was effective in enhancing engagement and reducing disruptive behavior in three individuals with severe disabilities in the absence of adult prompting. In addition, their performance was generalized in a different job setting. |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2018 |
| Access URL: | https://daddcec.org/Publications/ETADDJournal.aspx |
| Accession Number: | EJ1196760 |
| Database: | ERIC |
| Abstract: | To support employment of individuals with severe disabilities, instructional approaches for improving independent performance are urgently needed. The purpose of this research was to assess the effects of TEACCH structured teaching on the independent work skills of individuals with severe disabilities in a job setting. A multiple probe across participants design was used for this study. Results demonstrated that structured teaching was effective in enhancing engagement and reducing disruptive behavior in three individuals with severe disabilities in the absence of adult prompting. In addition, their performance was generalized in a different job setting. |
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| ISSN: | 2154-1647 |
