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1. Citation: Gilson, C. B., Carter, E. W., & Biggs, E. E. (2017). Systematic review of instructional methods to teach employment skills to secondary students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 42(2), 89-107.
Keywords: Developmental disabilities, employment, instructional methods, intellectual disabilities, literature reviews, severe disabilities, vocational education
Abstract:

Study systematically reviewed research on instructional methods used to teach employment skills to secondary students with intellectual and developmental disabilities (IDD). Electronic database searches identified 56 relevant studies involving 766 participants with IDD. Across the studies, four intervention approaches emphasized technology or some other instructional stimulus (i.e., self-management devices, video-based, audio-based, picture and tactile-based) and four focused on live instructors (i.e., direct instruction, augmentative and alternative communication, simulation, peer-delivered). Among the 21 instructional methods used within these approaches, performance feedback, device-assisted instruction, response prompting, and community-based instruction were the most common. The authors address the extent to which these intervention approaches were effective across students, instructional methods, settings, and outcomes, as well as offer recommendations for future research and practice.

Full-Text Availability Options:http://journals.sagepub.com/doi/10.1177/1540796917698831
Record Updated:2018-10-30
 

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