Effects of Social-Emotional Skills Training Through Computer-Assisted Instruction for Young Adults with Intellectual Disability
Main Article Content
Keywords
Social-emotional learning, computer assisted instruction, intellectual disability
Abstract
Social-emotional learning (SEL) is a contributor to independence, productivity, and societal inclusion for individuals with intellectual disability (ID). This study examined the effects of social emotional skills training through computer assisted instruction (CAI) to teach participants to identify emotions in themselves, recognize emotions of others and respond to emotions.
References
Adibsereshki, N., Shaydaei, M., & Movallali, G. (2016). The effectiveness of emotional intelligence training on the adaptive behaviors of students with intellectual disability. International Journal of Developmental Disabilities, 62(4), 245–252. doi/10.1179/2047387715Y.0000000014
Agran, M., Hughes, C., Thoma, C. A., & Scott, L. A. (2016). Employment social skills what skills are really valued? Career Development and Transition for Exceptional Individuals, 39, 111-120.
Anderson, L., Larson, S. A., & Wuorio, A. (2011). 2010 FINDS National Survey. Minneapolis, MN: Research and Training Center on Community Living, University of Minnesota.
Bullis, M., Evans, V. N., Fredericks, H. B., & Davis, C. (1993). Identifying and assessing the job-related social skills of adolescents and young adults with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 1, 236-250. doi/10.1177/106342669300100405
Butterworth, J., & Strauch, J. D. (1994). The relationship between social competence and
success in the competitive workplace for persons with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 29, 118-133.
Cameto, R. (2005). Employment of youth with disabilities after high school. In M. Wagner, L.
Newman, R. Cameto, N. Garza, & P. Levine (Eds.), After high school: A first look at the postschool experiences of youth with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS). Menlo Park, CA; SRI International.
Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23, 50-63. doi/10.1177/1044207311414680
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Employers' perspectives on the basic knowledge and applied skills of new entrants to the 21st century US workforce. The Conference Board, Inc., the Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management. Retrieved from http://files.eric.ed.gov/fulltext/ED519465.pdf
Chadsey, J. (2007). Adult social relationships. In S. L. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities (pp. 449–466). New York, NY: Guilford Press. doi/10.1007/bf03089708
Clark, K. A., Konrad, M., & Test, D. W. (2018). UPGRADE your performance: Improving soft skills of students with disabilities. Journal of Vocational Rehabilitation, 49, 351-365. doi/10.3233/jvr-180979
Clark, K. A., Test, D. W., & Konrad, M. (2019). Teaching soft skills to students with disabilities with UPGRADE Your Performance instruction. Education and Training in Autism and Developmental Disabilities, 54, 41-56.
Collaborative for Academic, Social, and Emotional Learning (2013a). CASEL schoolkit: A guide for implementing schoolwide academic, social, and emotional learning. Chicago, IL: Author.
Collaborative for Academic, Social, and Emotional Learning (2013b). CASEL guide: Effective social and emotional learning programs - Preschool and elementary school edition, Chicago, IL: Author.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Single and multiple-opportunity method. In Applied behavior analysis (2nd ed., pp. 440 441). Upper Saddle River, New Jersey: Pearson.
Elksnin, N., & Elksnin, L. K. (2001). Adolescents with disabilities: The need for occupational social skills training. Exceptionality, 9(1-2), 91-105. doi/10.1080/09362835. 2001.9666993
Gray, B. R., McDermott, S., & Butkus, S. (2000). Effect of job coaches on employment likelihood for individuals with mental retardation. Journal of Vocational Rehabilitation, 14, 5-11.
Hagner, D., Rogan, P., & Murphy, S. T. (1992). Facilitating natural supports in the workplace: Strategies for support consultants. Journal of Rehabilitation, 58, 29–34.
Hutcherson, K., Langone, J., Ayres, K., & Clees, T. (2004). Computer assisted instruction to teach item selection in grocery stores: An assessment of acquisition and generalization. Journal of Special Education Technology, 19(4), doi/10.1177/016264340401900404
Johnson, D. W., & Johnson, R. T. (1990). Social skills for successful group work. Educational Leadership, 47, 29–33.
Ju, S., Zhang, D., & Pacha, J. (2012). Employability skills valued by employers as important for entry-level employees with and without disabilities. Career Development and Transition for Exceptional Individuals, 35, 29-38. doi./10.1177/0885728811419167
Kelley, K. R., & Prohn, S. M. (2018). Postsecondary and employment expectations of families and students with intellectual disability. Journal of Inclusive Postsecondary Education. Advanced Online Publication at https://kihd.gmu.edu/jipe/jipe-articles
Larson, J. R., Juszczak, A., & Engel, K. (2016). Efficient vocational skills training for people with cognitive disabilities: An exploratory study comparing computer-assisted instruction to one-on-one tutoring. Journal of Applied Research in Intellectual Disabilities, 29(2), 185–196. doi/10.1111/jar.12176
Lipscomb, S., Haimson, J., Liu, A. Y., Burghardt, J., Johnson, D. R., & Thurlow, M. L. (2017). Preparing for life after high school: The characteristics and experiences of youth in special education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across disability groups: Full report (NCEE 2017-4018). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
Migliore, A., Mank, D., Grossi, T., & Rogan, P. (2007). Integrated employment or sheltered workshops: Preferences of adults with intellectual disabilities, their families, and staff. Journal of Vocational Rehabilitation, 26, 5-19.
Okolo, C. M., Bahr, C. M., & Rieth, H. J. (1993). A retrospective view of computer-based instruction. Journal of Special Education Technology, 12(1), 1-27. doi/10.1177/016264 349301200101
Owen, S., & Maratos, F. A. (2016). Recognition of subtle and universal facial expressions in a community-based sample of adults classified with intellectual disability. Journal of Intellectual Disability Research, 60(4), 344–354. doi/10.1111/jir.12253
Riesen, T., Schultz, J., Morgan, R., & Kupferman, S. (2014). School-to-work barriers as identified by special educators, vocational rehabilitation counselors, and community rehabilitation professionals. Journal of Rehabilitation, 80(1), 33-44.
Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E. M., Gomez, S. C., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K., Snell, M. E., Spread, S., Tasse, M. J., Thompson, J. R., Verdugo-Alonso, M. A., Wehmeyer, M. L., & Yeager, M. H. (2010). Intellectual disability: Definition, classification, and systems of support (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
Simpson, A., Langone, J., & Ayres, K. M. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 39, 240-252.
Siperstein, G. N., Heyman, M., & Stokes, J. E. (2014). Pathways to employment: A national survey of adults with intellectual disabilities. Journal of Vocational Rehabilitation, 41, 165-178. doi/10.3233/jvr-140711
Snyder, S., & Huber, H. (2019). Computer assisted instruction to teach academic content to students with intellectual disability: A review of the literature. American Journal on Intellectual and Developmental Disabilities, 124(4), 374–390. doi/10.1352/1944-7558- 124.4.374
Storey, K., & Miner, C. (2011). Systematic instruction of functional skills for students and adults with disabilities. Springfield, IL: Charles C. Thomas.
Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V., Walker, A. R., Kohler, P., & Kortering, L. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32(2), 115-128. doi/10.1177/088572880933 6859
Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes over time in the early post-school outcomes of youth with disabilities: A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study 2 (NLTS2). Menlo Park, CA: SRI International.
White, S. W., Richey, J. A., Gracanin, D., Coffman, M., Elias, R., LaConte, S., & Ollendick, T. H. (2016). Psychosocial and computer-assisted intervention for college students with autism spectrum disorder: Preliminary support for feasibility. Education and Training in Autism and Developmental Disabilities, 51(3), 307–317. doi/10.1016/j.ridd.2016.05.010
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214. doi/10.1901/jaba.1978.11-203
Agran, M., Hughes, C., Thoma, C. A., & Scott, L. A. (2016). Employment social skills what skills are really valued? Career Development and Transition for Exceptional Individuals, 39, 111-120.
Anderson, L., Larson, S. A., & Wuorio, A. (2011). 2010 FINDS National Survey. Minneapolis, MN: Research and Training Center on Community Living, University of Minnesota.
Bullis, M., Evans, V. N., Fredericks, H. B., & Davis, C. (1993). Identifying and assessing the job-related social skills of adolescents and young adults with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 1, 236-250. doi/10.1177/106342669300100405
Butterworth, J., & Strauch, J. D. (1994). The relationship between social competence and
success in the competitive workplace for persons with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 29, 118-133.
Cameto, R. (2005). Employment of youth with disabilities after high school. In M. Wagner, L.
Newman, R. Cameto, N. Garza, & P. Levine (Eds.), After high school: A first look at the postschool experiences of youth with disabilities: A report from the National Longitudinal Transition Study-2 (NLTS). Menlo Park, CA; SRI International.
Carter, E. W., Austin, D., & Trainor, A. A. (2012). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23, 50-63. doi/10.1177/1044207311414680
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Employers' perspectives on the basic knowledge and applied skills of new entrants to the 21st century US workforce. The Conference Board, Inc., the Partnership for 21st Century Skills, Corporate Voices for Working Families, and the Society for Human Resource Management. Retrieved from http://files.eric.ed.gov/fulltext/ED519465.pdf
Chadsey, J. (2007). Adult social relationships. In S. L. Odom, R. H. Horner, M. E. Snell, & J. Blacher (Eds.), Handbook of developmental disabilities (pp. 449–466). New York, NY: Guilford Press. doi/10.1007/bf03089708
Clark, K. A., Konrad, M., & Test, D. W. (2018). UPGRADE your performance: Improving soft skills of students with disabilities. Journal of Vocational Rehabilitation, 49, 351-365. doi/10.3233/jvr-180979
Clark, K. A., Test, D. W., & Konrad, M. (2019). Teaching soft skills to students with disabilities with UPGRADE Your Performance instruction. Education and Training in Autism and Developmental Disabilities, 54, 41-56.
Collaborative for Academic, Social, and Emotional Learning (2013a). CASEL schoolkit: A guide for implementing schoolwide academic, social, and emotional learning. Chicago, IL: Author.
Collaborative for Academic, Social, and Emotional Learning (2013b). CASEL guide: Effective social and emotional learning programs - Preschool and elementary school edition, Chicago, IL: Author.
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Single and multiple-opportunity method. In Applied behavior analysis (2nd ed., pp. 440 441). Upper Saddle River, New Jersey: Pearson.
Elksnin, N., & Elksnin, L. K. (2001). Adolescents with disabilities: The need for occupational social skills training. Exceptionality, 9(1-2), 91-105. doi/10.1080/09362835. 2001.9666993
Gray, B. R., McDermott, S., & Butkus, S. (2000). Effect of job coaches on employment likelihood for individuals with mental retardation. Journal of Vocational Rehabilitation, 14, 5-11.
Hagner, D., Rogan, P., & Murphy, S. T. (1992). Facilitating natural supports in the workplace: Strategies for support consultants. Journal of Rehabilitation, 58, 29–34.
Hutcherson, K., Langone, J., Ayres, K., & Clees, T. (2004). Computer assisted instruction to teach item selection in grocery stores: An assessment of acquisition and generalization. Journal of Special Education Technology, 19(4), doi/10.1177/016264340401900404
Johnson, D. W., & Johnson, R. T. (1990). Social skills for successful group work. Educational Leadership, 47, 29–33.
Ju, S., Zhang, D., & Pacha, J. (2012). Employability skills valued by employers as important for entry-level employees with and without disabilities. Career Development and Transition for Exceptional Individuals, 35, 29-38. doi./10.1177/0885728811419167
Kelley, K. R., & Prohn, S. M. (2018). Postsecondary and employment expectations of families and students with intellectual disability. Journal of Inclusive Postsecondary Education. Advanced Online Publication at https://kihd.gmu.edu/jipe/jipe-articles
Larson, J. R., Juszczak, A., & Engel, K. (2016). Efficient vocational skills training for people with cognitive disabilities: An exploratory study comparing computer-assisted instruction to one-on-one tutoring. Journal of Applied Research in Intellectual Disabilities, 29(2), 185–196. doi/10.1111/jar.12176
Lipscomb, S., Haimson, J., Liu, A. Y., Burghardt, J., Johnson, D. R., & Thurlow, M. L. (2017). Preparing for life after high school: The characteristics and experiences of youth in special education. Findings from the National Longitudinal Transition Study 2012. Volume 2: Comparisons across disability groups: Full report (NCEE 2017-4018). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance.
Migliore, A., Mank, D., Grossi, T., & Rogan, P. (2007). Integrated employment or sheltered workshops: Preferences of adults with intellectual disabilities, their families, and staff. Journal of Vocational Rehabilitation, 26, 5-19.
Okolo, C. M., Bahr, C. M., & Rieth, H. J. (1993). A retrospective view of computer-based instruction. Journal of Special Education Technology, 12(1), 1-27. doi/10.1177/016264 349301200101
Owen, S., & Maratos, F. A. (2016). Recognition of subtle and universal facial expressions in a community-based sample of adults classified with intellectual disability. Journal of Intellectual Disability Research, 60(4), 344–354. doi/10.1111/jir.12253
Riesen, T., Schultz, J., Morgan, R., & Kupferman, S. (2014). School-to-work barriers as identified by special educators, vocational rehabilitation counselors, and community rehabilitation professionals. Journal of Rehabilitation, 80(1), 33-44.
Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E. M., Gomez, S. C., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K., Snell, M. E., Spread, S., Tasse, M. J., Thompson, J. R., Verdugo-Alonso, M. A., Wehmeyer, M. L., & Yeager, M. H. (2010). Intellectual disability: Definition, classification, and systems of support (11th ed.). Washington, DC: American Association on Intellectual and Developmental Disabilities.
Simpson, A., Langone, J., & Ayres, K. M. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 39, 240-252.
Siperstein, G. N., Heyman, M., & Stokes, J. E. (2014). Pathways to employment: A national survey of adults with intellectual disabilities. Journal of Vocational Rehabilitation, 41, 165-178. doi/10.3233/jvr-140711
Snyder, S., & Huber, H. (2019). Computer assisted instruction to teach academic content to students with intellectual disability: A review of the literature. American Journal on Intellectual and Developmental Disabilities, 124(4), 374–390. doi/10.1352/1944-7558- 124.4.374
Storey, K., & Miner, C. (2011). Systematic instruction of functional skills for students and adults with disabilities. Springfield, IL: Charles C. Thomas.
Test, D. W., Fowler, C. H., Richter, S. M., White, J., Mazzotti, V., Walker, A. R., Kohler, P., & Kortering, L. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32(2), 115-128. doi/10.1177/088572880933 6859
Wagner, M., Newman, L., Cameto, R., & Levine, P. (2005). Changes over time in the early post-school outcomes of youth with disabilities: A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study 2 (NLTS2). Menlo Park, CA: SRI International.
White, S. W., Richey, J. A., Gracanin, D., Coffman, M., Elias, R., LaConte, S., & Ollendick, T. H. (2016). Psychosocial and computer-assisted intervention for college students with autism spectrum disorder: Preliminary support for feasibility. Education and Training in Autism and Developmental Disabilities, 51(3), 307–317. doi/10.1016/j.ridd.2016.05.010
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11, 203–214. doi/10.1901/jaba.1978.11-203
Article Sidebar
Published
Nov 14, 2021
Article Details
Section
Pacific Rim 2021 Conference Proceedings
This work is licensed under a Creative Commons Attribution 4.0 International License.
RDS Journal is an open-access journal, create a free account to read full articles and to submit a proposal. For visual arts and multimedia, submission will be considered evidence that you are offering RDS the right to display your work without penalty, compensation or royalties.
Author Biographies
Kelly R. Kelley, Western Carolina University
Dr. Kelley is currently an Associate Professor of Inclusive/Special Education at Western Carolina University. She also serves as the University Participant program co-founder and director. She attended the University of North Carolina at Charlotte for her Ph.D. in Special Education.
Kelsey Hurry, East Tennessee State University
Ms. Kelsey Hurry is a graduate student in the Masters program of Speech-Language Pathology at East Tennessee State University. During her undergraduate experience at Western Carolina University, she enjoyed working with the University Participant (UP) Program to help students improve their language comprehension and social skills.
Kelly A. Clark, Appalachian State University
Dr. Clark is currently an Assistant Professor at Appalachian State University. She attended the University of North Carolina at Charlotte for her Ph.D. in Special Education.