Abstract
Employment instruction for secondary students with autism spectrum disorder (ASD) has received very little attention in the
professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons,
including problems with performing work tasks. This study used a multiple baseline design across participants to examine the
effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately
through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching,
was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery
of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention.
professional literature. However, adults with ASD usually have difficulty maintaining employment for a variety of reasons,
including problems with performing work tasks. This study used a multiple baseline design across participants to examine the
effects of performance feedback on the participants’ ability to independently make photocopies. Feedback was delivered privately
through a two-way radio and earbud speaker. The results support the conclusion that the intervention, covert audio coaching,
was effective in increasing the participants’ accuracy in making photocopies. Specifically, participants demonstrated mastery
of the skill within 4–5 sessions, and their improvements maintained for several weeks following intervention.
- Content Type Journal Article
- Category Original Paper
- Pages 1-9
- DOI 10.1007/s10803-012-1597-6
- Authors
- Kyle D. Bennett, Department of Teaching and Learning, College of Education, Florida International University, Miami, FL 33199, USA
- Rangasamy Ramasamy, Department of Exceptional Student Education, Florida Atlantic University, Boca Raton, FL, USA
- Toby Honsberger, Department of Exceptional Student Education, Florida Atlantic University, Boca Raton, FL, USA
- Journal Journal of Autism and Developmental Disorders
- Online ISSN 1573-3432
- Print ISSN 0162-3257