Using a Job-Matching Assessment to Inform Skills to Target with Video Prompting
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ORIGINAL PAPER
Using a Job-Matching Assessment to Inform Skills to Target with Video Prompting Helen I. Cannella-Malone 1
&
Emily C. Bumpus 1 & Xiaoning Sun 1
# Springer Nature Switzerland AG 2020
Abstract Objectives Job-matching assessments have been used to pair potential employees with jobs that align with their interest and skill. The objective of this study was to explore whether these assessments could be used to identify target skills that, once acquired, could increase the job match potential. Methods We used a teacher-as-rater vocational fit assessment (VFA) job-matching report in the pre-intervention session to identify skills the teacher perceived as needing intervention and conducted the VFA again during the post-intervention session to evaluate the effects of intervention in modifying the rating of the VFA. This study utilized a multiple baseline across participants’ design to evaluate the effectiveness of video prompting to teach three transition-age students with intellectual and developmental disabilities to sort library books. Results The results indicated that video prompting was effective in teaching students the target skill. However, three participants learned the target skill to different degrees. Two students were able to generalize the skills while the third student did not meet the skill mastery criteria during the intervention phase needed to move on to generalization. Based on the post-intervention VFA reports, the teacher’s perception of student skill only changed for one participant. Conclusions It was concluded that while the intervention was effective in teaching the targeted skill, there was less impact on the VFA outcomes. Keywords Video prompting . Job matching . Intellectual and developmental disabilities . Vocational skills
The U.S. Bureau of Labor Statistics (2020) reported that the employment–population ratio was 66.3% for people without disabilities, but only 19.3% for people with disabilities in 2019. Among the individuals with disabilities, only 19% of adults (18 years of age or older) with intellectual and developmental disabilities (IDD) supported by the state DD agencies were employed in a paid, community-based job (National Core Indicators® 2019). Moreover, data indicate that even for people with IDD who secure community-based employment, they tend to have low-pay, entry-level positions with limited access to benefits (Hiersteiner et al. 2016). Therefore,
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s41252-020-00182-7) contains supplementary material, which is available to authorized users. * Helen I. Cannella-Malone [email protected] 1
The Ohio State University, Columbus, OH, USA
improving the vocational skills of individuals with disabilities and promoting job positions for this group of individuals should be advocated. Before focusing on how to best address skill deficits with evidence-based interventions, one avenue to continue exploring is how job matches are identified that can result in improved employment
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