Impact of Video Modeling and Scenario-Based Learning on Work Readiness for Transition-Age Students With Disabilities

The purpose of this study was to examine the effectiveness of video modeling and scenario-based learning activities on improving the development of interpersonal skills among students with disabilities. Employment encourages the development of self-confidence, expansion of one's identity, and the ability to provide for oneself (Cimera, Burgess, & Wiley, 2013). Actively preparing individuals with disabilities with the skills necessary to be as successful as possible in the work environment is an integral part of transitioning into the workforce, life, or society (Cimera et al., 2013). Twenty one of 25 group sessions were implemented once a week, for one hour. Twenty students, in grades 8 through 12 and postgraduate transitional students, enrolled full-time in Life Skills Support classrooms in rural high schools were recruited for this study. Each student was required to have a documented disability recognized as one of the 13 disability categories under the Individuals with Disabilities Education Act (IDEA) and an active Individualized Educational Program (IEP) through the two school districts. Each student had to have an active Transition Services section in their IEP which denoted goals, courses of study, and activities/services to assist with success related to transition as outlined in the areas of Postsecondary Education and Training, Employment, and Independent Living. A pre-test/post-test design was used in this study. Prior to and following the commencement of the program, the Becker Work Adjustment Profile-2 (BWAP-2) assessment (Becker, 2005) was completed by the Special Education classroom teachers. For each subtest and the Broad Work Adjustment (overall score), the reliability was analyzed and reported using Cronbach's alpha. Results of the dependent samples t-test found a statistically significant increase of the BWAP-2 scores in three categories: Cognitive Skills, Work Performance, and Broad Work Adjustment. Although there was a slight increase in scores for the categories of Work Habits and Attitudes and Interpersonal Relations, statistical significance was not found in these areas. The primary occupational therapist developed three individualized goals for each student based on Goal Attainment Scaling (GAS) (Kiresuk, Smith, & Cardillo, 1994) to identify the effects of this program on the individualized skills of each student. Goals were based on the pre-test score on the BWAP-2 and conversation with the parent/guardian, student, and/or classroom teacher. Results of each student's three individualized goals were summed. Using a specified table provided by Kiresuk et al. (1994), all sums were converted to T-scores and compared to baseline performance. Eighteen of the 20 students had achieved t-scores greater than their baseline performance, which was determined to be a score of 50 and above. This study provides a foundation for future occupational therapy-based research and intervention in school based settings, as well as defined a need for continued research regarding effective strategies, interventions, and/programs to embed in student transition plans within IEPs. This research highlights the important role of occupational therapy in students' transition plans and the significance of addressing interpersonal skills within the transition planning process. A narrow look into the subgroups that scored positively or negatively among the pre and post tests would be an important area of future research to provide evidence as to the most effective intervention for students based on their needs and abilities.

References

Aldi, C., Crigler, A., Kates-McElrath, K., Long, B., Smith, H., Rehak, K., & Wilkinson, L. (2016). Examining the effects of video modeling and prompts to teach activities of daily living skills. Behavior Analysis in Practice, 9(4), 384–388. http://doi.org/10.1007/s40617-016-0127-y

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 & Practice for Persons with Severe Disabilities, 42(2), 89–107. https://doi.org/10.1177/1540796917698831

Orentlicher, M. L. (2019). Best practices in transition planning for independent living and workplace readiness. In G. F. Clark, J. E. Rioux, & B. E. Chandler (Eds.), Best practices for occupational therapy in schools (2nd ed., pp. 193-199). Bethesda, MD. AOTA Press.

Cleary D. & Persch A. (2020). Transition Services. In J. C. O’Brien and H. Kuhaneck (Eds.), Case-Smith’s occupational therapy for children and adolescents (8th ed., pp. 659-679). St. Louis, MO: Elsevier.