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Using Preference Assessments to Identify Preferred Job Tasks for Adolescents with Autism

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Title: Using Preference Assessments to Identify Preferred Job Tasks for Adolescents with Autism
Language: English
Authors: St. Peter, Claire (ORCID 0000-0003-0725-3169), Shuler, Natalie J. (ORCID 0000-0002-3627-2775), Toegel, Cory (ORCID 0000-0002-9050-8398), Diaz-Salvat, Claudia, Jones, Stephanie H. (ORCID 0000-0002-3946-0261)
Source: Education and Treatment of Children. Mar 2022 45(1):17-32.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Autism, Pervasive Developmental Disorders, Preferences, Stimuli, Assignments, Job Performance, Evaluation Methods, Adolescents
DOI: 10.1007/s43494-021-00061-3
ISSN: 0748-8491
Abstract: Matching job tasks to the individual's preferences improves job performance. Preference assessments, including paired stimulus (PS) and multiple-stimulus-without-replacement (MSWO) procedures, can be used to identify preferred vocational tasks for individuals with disabilities. However, there are few direct comparisons of the efficacy and efficiency of these two assessments for identifying preferred job tasks. We completed the PS and MSWO assessments for three participants who had limited vocal skills and analyzed correspondence between the assessment outcomes. We then assessed the validity of each assessment by evaluating engagement in the tasks identified as high- and low-preferred. Lastly, we asked teachers to watch videos of students engaged in high- and low-preferred tasks and rate student engagement, student happiness, and whether they would recommend the task. For all participants, both preference assessments identified the same high-preferred job task, but different low-preferred tasks. All participants remained engaged when completing the high-preferred task, but two participants were less engaged with the low-preferred tasks identified by the PS than the low-preferred task identified by the MSWO. All teachers suggested that they would recommend the task that was identified as high-preferred.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1329878
Database: ERIC
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  Data: Using Preference Assessments to Identify Preferred Job Tasks for Adolescents with Autism
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  Data: <searchLink fieldCode="AR" term="%22St%2E+Peter%2C+Claire%22">St. Peter, Claire</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0725-3169">0000-0003-0725-3169</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shuler%2C+Natalie+J%2E%22">Shuler, Natalie J.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3627-2775">0000-0002-3627-2775</externalLink>)<br /><searchLink fieldCode="AR" term="%22Toegel%2C+Cory%22">Toegel, Cory</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9050-8398">0000-0002-9050-8398</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diaz-Salvat%2C+Claudia%22">Diaz-Salvat, Claudia</searchLink><br /><searchLink fieldCode="AR" term="%22Jones%2C+Stephanie+H%2E%22">Jones, Stephanie H.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3946-0261">0000-0002-3946-0261</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+and+Treatment+of+Children%22"><i>Education and Treatment of Children</i></searchLink>. Mar 2022 45(1):17-32.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Preferences%22">Preferences</searchLink><br /><searchLink fieldCode="DE" term="%22Stimuli%22">Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Assignments%22">Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Performance%22">Job Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink>
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  Data: 10.1007/s43494-021-00061-3
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  Data: 0748-8491
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  Data: Matching job tasks to the individual's preferences improves job performance. Preference assessments, including paired stimulus (PS) and multiple-stimulus-without-replacement (MSWO) procedures, can be used to identify preferred vocational tasks for individuals with disabilities. However, there are few direct comparisons of the efficacy and efficiency of these two assessments for identifying preferred job tasks. We completed the PS and MSWO assessments for three participants who had limited vocal skills and analyzed correspondence between the assessment outcomes. We then assessed the validity of each assessment by evaluating engagement in the tasks identified as high- and low-preferred. Lastly, we asked teachers to watch videos of students engaged in high- and low-preferred tasks and rate student engagement, student happiness, and whether they would recommend the task. For all participants, both preference assessments identified the same high-preferred job task, but different low-preferred tasks. All participants remained engaged when completing the high-preferred task, but two participants were less engaged with the low-preferred tasks identified by the PS than the low-preferred task identified by the MSWO. All teachers suggested that they would recommend the task that was identified as high-preferred.
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      – SubjectFull: Adolescents
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