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Using Check-In/Check-Out in Vocational Training for Young Adults with Intellectual Disability

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Title: Using Check-In/Check-Out in Vocational Training for Young Adults with Intellectual Disability
Language: English
Authors: Hester, Olivia R. (ORCID 0000-0001-6192-0781), Swoszowski, Nicole C.
Source: Career Development and Transition for Exceptional Individuals. May 2022 45(2):86-98.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Sponsoring Agency: Department of Education (ED)
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Vocational Education, Students with Disabilities, Intellectual Disability, Intervention, Program Effectiveness, Young Adults, Evidence Based Practice, Performance, Feedback (Response), Supervisors, Barriers, Autism, Pervasive Developmental Disorders, Accountability, Behavior Modification
DOI: 10.1177/21651434211041913
ISSN: 2165-1434
2165-1442
Abstract: Few transition studies have involved training supervisors on interacting and relaying feedback to individuals with intellectual disability during vocational training. We used a multiple baseline across participants design to examine the efficacy of an adaptive check-in/check-out (CICO) intervention for increasing the rate of performance feedback statements given by a supervisor to an intern with an intellectual disability during vocational training. The CICO intervention was effective at increasing the rate of performance feedback statements given by each supervisor. We recommend research and practice focused on training supervisors to use the CICO intervention to assist in helping foster natural job supports.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1335290
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Using Check-In/Check-Out in Vocational Training for Young Adults with Intellectual Disability
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  Data: <searchLink fieldCode="AR" term="%22Hester%2C+Olivia+R%2E%22">Hester, Olivia R.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6192-0781">0000-0001-6192-0781</externalLink>)<br /><searchLink fieldCode="AR" term="%22Swoszowski%2C+Nicole+C%2E%22">Swoszowski, Nicole C.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Career+Development+and+Transition+for+Exceptional+Individuals%22"><i>Career Development and Transition for Exceptional Individuals</i></searchLink>. May 2022 45(2):86-98.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 10.1177/21651434211041913
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  Data: 2165-1434<br />2165-1442
– Name: Abstract
  Label: Abstract
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  Data: Few transition studies have involved training supervisors on interacting and relaying feedback to individuals with intellectual disability during vocational training. We used a multiple baseline across participants design to examine the efficacy of an adaptive check-in/check-out (CICO) intervention for increasing the rate of performance feedback statements given by a supervisor to an intern with an intellectual disability during vocational training. The CICO intervention was effective at increasing the rate of performance feedback statements given by each supervisor. We recommend research and practice focused on training supervisors to use the CICO intervention to assist in helping foster natural job supports.
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  Data: 2022
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  Data: EJ1335290
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        Value: 10.1177/21651434211041913
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 86
    Subjects:
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Intellectual Disability
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
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      – SubjectFull: Young Adults
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Performance
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Supervisors
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
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      – SubjectFull: Accountability
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      – SubjectFull: Behavior Modification
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    Titles:
      – TitleFull: Using Check-In/Check-Out in Vocational Training for Young Adults with Intellectual Disability
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            NameFull: Hester, Olivia R.
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            NameFull: Swoszowski, Nicole C.
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              Type: published
              Y: 2022
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